Contemporary Research Analysis Journal

 This article aims to describe students' spatial understanding barriers in solving Two-Variable Linear Inequality (PtLDV) problems through a deep learning-oriented perspective. The study was designed as descriptive qualitative research using a case study approach in Grade X of SMA Negeri 06 Pontianak. Data were planned to be collected through spatial understanding essay tests, semi-structured interviews, and documentation; meanwhile, the initial findings presented in this article were developed from preliminary observation and teacher interview data in the research design. The analysis focused on four dimensions: spatial visualization, representational transformation, spatial relation, and spatial orientation, and connected them with meaningful, mindful, and joyful learning. The findings indicate that students major difficulties appeared when they transformed contextual information into mathematical models, drew graphs, determined boundary lines and shading directions, connected algebraic intersection points with graphical representations, and explained the position of points in relation to the solution region. Students with relatively high spatial understanding tended to follow procedures but still needed reinforcement in visual reasoning. Students in the moderate category understood some procedures but were not consistent in connecting symbolic and visual representations. Students in the low category experienced barriers from reading visual information to interpreting final answers. Therefore, students' spatial understanding difficulties in PtLDV are not only procedural but also related to weak representational connections and limited awareness of the meaning of graphs. PtLDV instruction should emphasize visual exploration, spatial argumentation, and contextual problem solving to support deeper mathematical understanding.

spatial understanding, deep learning, two-variable linear inequality, mathematical representation, student difficulties, mathematics learning.

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