The present study determined the effects of instructional models and spatial intelligence on students’ mathematics learning outcomes after controlling for their initial competence. The study was conducted at Senior High School (SHS) 6 Kendari, Indonesia using a quasi-experimental method designed by level 2×2. Samples consisted of 40 students selected randomly. The data were analyzed using either two-way ANCOVA at the 0.05 significance level. The results showed that mathematics learning outcome of students who were taught by integrative instruction was higher than those taught by direct instruction after controlling the initial competency. There is an interaction effect between the instructional model and spatial intelligence on mathematics learning outcome. Learning outcome of students who have high spatial intelligence and taught by integrative instruction was higher than those taught by direct instruction, and learning outcome of students who have low spatial intelligence and taught by integrative instruction was lower than those taught by direct instruction.

中文翻译：

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教学模式和空间智能对学生初始能力控制后数学学习成果的影响

本研究在控制了学生的初始能力后，确定了教学模式和空间智力对学生数学学习成果的影响。该研究是在印度尼西亚肯达里 6 号高中 (SHS) 使用由 2×2 级设计的准实验方法进行的。样本由随机选择的 40 名学生组成。在 0.05 显着性水平上使用任一双向 ANCOVA 分析数据。结果表明，在控制初始能力后，综合教学的学生数学学习成绩高于直接教学的学生。教学模式与空间智力对数学学习成果有交互作用。