Abstract
Introduction. Spatial reasoning is a critical cognitive factor supporting visualization, diagram interpretation, and mathematical problem-solving. However, its predictive contribution and gender-related patterns remain insufficiently understood among secondary school students. This study aims to examine the predictive relationship between spatial reasoning and mathematical performance and to investigate gender differences across both variables.Materials and Methods. A cross sectional survey design was employed involving 437 students selected from a population of 789 students at a public school in Jakarta. The study utilized two validated instruments: a spatial reasoning test and a mathematical performance test. Data analysis included simple linear regression to determine the extent to which spatial reasoning predicts mathematical performance, and an independent-samples t-test to analyze gender differences in both domains.Results. Spatial reasoning significantly predicted mathematical performance, indicating that students with stronger spatial reasoning tended to demonstrate better mathematical performance. A statistically significant gender difference was found in spatial reasoning, with male students obtaining higher scores than female students. In contrast, no statistically significant gender difference was found in mathematical performance. Overall, the findings show that spatial reasoning was significantly associated with mathematical performance, whereas gender differences were observed in spatial reasoning but not in mathematical performance.Conclusion. The findings indicate that spatial reasoning is a statistically significant but modest predictor of mathematical performance. The observed gender difference in spatial reasoning, together with the absence of a corresponding difference in mathematical performance, suggests that spatial reasoning should be supported through equitable instructional opportunities rather than interpreted as a fixed gender-related attribute.