Implementation of GeoGebra-Assisted Problem-Based Learning to Optimize Understanding of the Distance Concept
DOI:
https://doi.org/10.31980/mosharafa.v14i3.3259Keywords:
Jarak pada Bangun Ruang, analycital geometry, Problem-Based Learning, GeoGebra, Pemahaman Konsep, Konsep Jarak, Geometri, Conceptual Understanding, Distance Concept, GeometryAbstract
Pemahaman konsep jarak merupakan fondasi krusial dalam matematika, khususnya geomet ri. Observasi awal di SMAN 4 Sidoarjo menunjukkan siswa mengalami kesulitan dalam mem ahami konsep ini secara abstrak. Penelitian ini menguji efektivitas implementasi model Probl em-Based Learning (PBL) berbantuan GeoGebra dalam meningkatkan pemahaman konsep jarak. Metode yang digunakan adalah kuasi-eksperimen dengan desain Non-equivalent Cont rol Group. Partisipan terdiri dari dua kelas XI, yaitu kelas eksperimen (PBL+GeoGebra) dan kelas kontrol (pembelajaran konvensional). Instrumen penelitian berupa tes pemahaman kon sep yang telah divalidasi. Hasil analisis Independent Sample t-test pada nilai N-Gain menunj ukkan bahwa peningkatan pemahaman konsep jarak pada kelas eksperimen (N-Gain = 0,67; rata-rata post-test = 82,13) secara signifikan lebih tinggi daripada kelas kontrol (N-Gain = 0, 46; rata-rata post-test = 70,20) dengan sig. < 0,05. Dengan demikian, implementasi PBL berb antuan GeoGebra efektif meningkatkan pemahaman konsep jarak siswa.
Understanding the concept of distance constitutes a crucial foundation in mathematics, particularly in geometry. Preliminary observations at SMAN 4 Sidoarjo indicated that students struggle to grasp this concept abstractly. This study examines the effectiveness of implementing a GeoGebra-assisted Problem-Based Learning (PBL) model in enhancing students' understanding of the distance concept. A quasi-experimental method with a Non-equivalent Control Group design was employed. The participants consisted of two eleventh-grade classes: an experimental class (PBL + GeoGebra) and a control class (conventional learning). The research instrument utilized was a validated conceptual understanding test. The Independent Sample t-test analysis on N-Gain scores revealed that the improvement in understanding the distance concept in the experimental class (N-Gain = 0.67; post-test mean = 82.13) was significantly higher than that of the control class (N-Gain = 0.46; post-test mean = 70.20) with p < 0.05. Thus, the implementation of GeoGebra-assisted PBL effectively enhances students' understanding of the distance concept.
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