ANALISIS KECERDASAN SPASIAL DAN KEMAMPUAN MEMBACA WIRING DIAGRAM KELISTRIKAN OTOMOTIF PADA SISWA SMK NEGERI 3 TUBAN

Abstract

The ability to read wiring diagrams is an essential competence in automotive electrical learning because students must identify symbols, trace electrical circuits, understand component relationships, and interpret electrical systems represented diagrammatically. Theoretically, these activities are associated with spatial intelligence, which enables individuals to understand, visualize, and mentally manipulate visual representations. This study examined the association between spatial intelligence and automotive electrical wiring diagram reading performance among Light Vehicle Engineering students at SMK Negeri 3 Tuban. A quantitative correlational design was employed using 64 complete pairs of scores from an initial dataset of 70 students. Data analysis included descriptive statistics, the Shapiro–Wilk test, Spearman rank correlation as the primary analysis, and Pearson correlation and simple linear regression as supplementary analyses. The mean spatial intelligence score was 72,40 (SD = 18,12), while the mean wiring diagram reading score was 91,03 (SD = 13,49). Both score distributions deviated from normality. Spearman correlation was very weak, negative, and non-significant (ρ = −0,119; p = 0,349), whereas Pearson correlation was very weak, positive, and non-significant (r = 0,132; p = 0,298). Despite their opposite directions, neither coefficient provided evidence of a statistically significant association. The regression model yielded R² = 0,017. Twenty-four students (37,5%) attained the maximum wiring diagram score, indicating upper-end score clustering; however, a measurement ceiling effect cannot be established without item-level evidence. The findings support integrating diagram interpretation with electrical knowledge, circuit tracing, and diagnostic practice.