Effectiveness of the GeoGebra Media-Assisted Project Based Learning Model on the Understanding of Concepts and Mathematical Reasoning of Students
DOI:
10.29303/jppipa.v12i9.15745Published:
2026-09-30Downloads
Abstract
This study aims to analyze the influence of GeoGebra-assisted Project Based Learning (PjBL) model on the ability of junior high school students to understand mathematical concepts and mathematical reasoning. This study uses a quantitative approach with a quasi-experimental method and a pretest-posttest nonequivalent control group design. The research population is all grade VIII students of SMP Negeri 47 Batam for the 2025/2026 academic year which totals 357 students. The research sample was selected using purposive sampling techniques, namely class VIII.5 as the experimental group and class VIII.4 as the control group, each totaling 40 students. The research instruments are in the form of a mathematical concept understanding test and a mathematical reasoning test in the form of a description that has met valid and reliable criteria. Data analysis was carried out using normality tests, homogeneity tests, and Independent Samples t-tests with the help of SPSS 25. The results showed that there was a significant difference between the ability to understand mathematical concepts of students in the experimental group and the control group with a significance value of 0.000 < 0.05. The same results were also found in mathematical reasoning ability with a significance value of 0.000 < 0.05. In addition, the percentage of achievement of mathematical concept comprehension skills is 86.07% and mathematical reasoning skills are 86.52%, which are included in the very good category. Thus, the GeoGebra-assisted PjBL model has proven to be effective in improving the conceptual understanding and mathematical reasoning skills of junior high school students
Keywords:
GeoGebra Junior high school Mathematical reasoning Project based learning Understanding of mathematical conceptsReferences
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