I'm called Dra. Tuti Zubaidah, M.Pd was born in Kutacane on May 27, 1968. At the time of active duty at the Department of Mathematics Education FKIP Unsyiah. I teach Space Geometry course. This subject is not preferred by students because it is difficult to imagine the parts of the wake up space that is not visible. One of the subjects felt difficult by students is: rotary symmetry and fold symmetry. Students find it difficult to determine the number of rotational symmetry and fold symmetry, especially the level of how, and the position after once played. Often students do not trust my explanation and seem to be in doubt. For that I ask students in the group to make props wake up space. One of my creative efforts to wake up can be unloaded and can be stuck wire (as its axis rotation), then my students ask to make up space in the form of floor puzzle (can be dismantled pairs) and use thick cork sole material. Finally, all groups of amampu explain the lecture materials that become the burden of the group. Students are eager to create props and with high creativity and difficult to get the raw material that is considered as one of the value of practice in the course of Space Geometry. During this practice value is preferred to practice making simple props geometry of space for applications in junior / senior high school. My experience in teaching space geometry convinces me that the difficulty of imagination can be reduced by the demonstration of a direct object. For example: the reason for crossing the image is intersecting, I try to demonstrate. Even though a student has theoretically not needed visualization, the reality is more useful. Another example: any intersect line can be made of a plane through one of the lines and perpendicular to the other. It is hard to imagine, but if it is demonstrated, it is useful in improving students' understanding. The props used are not specifically carried, but can be represented by the book as the field, the pen as the line, the student's hand as the position of the space object. In the course of transformation geometry, students have difficulties understanding the material, in addition to the very difficult courses (marked by the number of students who score low), this course is full of theorems that must be proven. There are several attempts I have made to reduce the student's difficulties: At the beginning of the lecture meeting I give the students to understand the purpose of the transformation and its types through the practice of transforming flat builds with computer programs: group sketchpad geometry and presenting it in front of the class. Each group gets a different task. For example group 1 is in charge of understanding reflection, group 2 rotation. In sketchpad geometry program, students can directly rotate because programmed live clickable rotation, then the computer can directly rotate itself. In curriculum subjects geometry transformation of students considered to have understood the geometry in high school, so lectures started directly with the transformation with the evidence-proof. Students become difficult because the initial concept is less mastered. In the course of technology and mathematics learning media, it is expected that students are able to make good learning media both concrete and computer media. One of my efforts to make students maximize, then I say that the media should be made as creative as possible to be sold or at least disharesaat PPL later to the schools. Students in the group are asked to make game media expected to improve students' understanding through games. The media produced by the students is very creative and uses strong and durable materials. Among the games include: labyrinth, ladder snakes created for material, monopoly, and more. In performing my duties as a teacher, I try to discipline in many ways. I always go to class on time. I made an appointment with the student about the discipline of admission. For example, students and I are also only 15 minutes late. Unless the hours of the lecture at the clock I (at 8:00 start) then tolerance can be late 20 minutes. The discipline of collecting assignments (both individuals and groups) I apply with no favoritism. If I start to teach before I teach then the task must be collected, except those who arrive late. Sometimes there is a student arriving late from the specified time limit, then he can go in and the task gathering but absent count is not present on that day. Generally students are willing alpha as long as they can gather tasks and participate in lectures, because my course is difficult (geometry). All these disciplines I agreed at the beginning of the lecture by sharing opinions with students. Also assessment and bill of duty