Jurnal Teknologi Pendidikan, December 2020, 22 (3), 159-166 http://dx.doi.org/10.21009/jtp.v22i3.16536 p-ISSN: 1411-2744 e-ISSN: 2620-3081 Accredited by Directorate General of Strengthening for Research and Development Available online at http://journal.unj.ac.id/unj/index.php/jtp The Influence of Computer-Based Learning Media Tutorials on Students' Spatial Ability in Mathematics Kamid 1(*) , Sofnidar 2 , Wardi Syafmen 3 , Mujahidawati 4 , Roseli Theis 5 , Khairul Anwar 6 1 ,2,3,4,5,6 Faculty of Teaching and Education, Universitas Jambi, Jl. Lintas Jambi-Muaro Bulian, 36361, Indonesia Abstract Received: Revised: Accepted: August 10, 2020 January 7, 2021 January 9, 2021 In 21st century learning students is required to be more active in learning than teachers, therefore this study aims to determine whether there is an influence between computer-based learning media tutorials and students' spatial abilities in mathematics. Using quantitative descriptive. The number of samples were 240 students from SMP 11 Jambi City using purposive sampling technique. Data were then analyzed helped by SPSS 21 application to find descriptive statistics in the form of mean, min, max, and category as well as inferential statistics using simple regression. The results obtained in this study are dominant in both the spatial abilities of students in mathematics. With this reinforced by the existence of a relationship and influence between computer-based learning media tutorials with students' spatial abilities in mathematics as seen from the sig value below 0.025, which is 0.016 and has a contribution of 72.6%. Keywords: Spatial Ability, Mathematics, Learning Media (*) Corresponding Author: How to Cite: Kamid, et al. (2020). The influence of computer-based learning media tutorials on students’s spatial ability in mathematics. Jurnal Teknologi Pendidikan, 22 (3): 159-166. http://dx.doi.org/10.21009/jtp.v22i3.16536 INTRODUCTION The need for the 21st century in the curriculum of educational institutions is oriented to create productive, creative, innovative, and effective generations through the integration of attitudes, abilities and knowledge with life skills (Andrini, 2016; Kabeel and Eisa, 2016; Taghva et al, 2014). Therefore, educational institutions in the country set competence as the goal of the curriculum goals (Pantic & Wubbels, 2012; Unlu, 2018). In addition, lecturer education practitioners agree that teacher education aims to educate high-quality teachers who will be successfully integrated into the education system (Ezer, Gilat & Sagee, 2010; Boonjeam, Tesaputa, & Sri-ampai, 2017; Leonard & Wibawa, 2020). It is hoped that the global competence of school teachers in the future will include the knowledge base, skills, and attitudes they need to effectively carry out their professional duties in school and function profitably in a changing and interdependent society (Sinagatullin, 2019), especially in mathematics. In the students' view, they must have a good attitude. The student must also have good abilities in him. One of those abilities is spatial ability. The spatial ability it is the individual's ability to see and imagine space objects by simply making pictures of these space objects on paper. The concept of spatial thinking is quite interesting to discuss considering that many previous studies have found that children find it difficult to understand objects or geometric shapes. According to Jelatu & Ardana (2018), spatial