Chemistry is a visual science that requires mental models and spatial abilities to be able to visualize it completely. In studying chemistry, students are required to have the ability to connect three chemical representations, i.e. macroscopic, submicroscopic, and symbolic. There are three levels of mental models, i.e. initial, synthetic, and scientific models. The purpose of this study was to analyze the relationship between mental models, spatial abilities, and student learning outcomes in environmental chemistry courses, especially on the topic of water pollution at the Chemistry Education Study Program, FKIP, Mataram University. This is a mix method research. There are three instruments used in this study, namely mental model tests, spatial ability tests, and concept understanding tests. Quantitative data were analyzed using multiple regression analysis, while qualitative data were analyzed descriptively. The study shows that the spatial ability and mental models simultaneously affect student learning outcomes. However, most students have a low-level mental model, namely the initial level. In addition, none of them have a scientific mental model. The results of this study are expected to serve as a reference in the development of effective and efficient learning models and media both from the aspects of the process and learning outcomes of environmental chemistry. The authors suggest to use three levels of representation based learning using augmented reality (AR) animation media, virtual reality (VR), and chemical computation.
