<![CDATA[Understanding mathematical concepts involves students’ ability to grasp the meaning of each concept, recognize relationships between concepts, and apply them to problem-solving. The objectives of this study are to determine: (1) The effect of implementing GeoGebra-assisted PBL on students’ mathematical concept comprehension, (2) The effect of implementing the conventional method on students’ mathematical concept comprehension, (3) The difference in mathematical concept comprehension between students using the GeoGebra-assisted PBL assisted by GeoGebra and students using the conventional learning approach, (4) Whether the implementation of GeoGebra-assisted PBL improves students’ mathematical concept comprehension. This study is a quantitative experiment. It involved all students in the 11th grade at State High School 23 Batam. A purposive sampling method was used for sample selection. The essay served as a means of examining validity and reliability (r₁₁ = 0,7). Prerequisite tests used the Shapiro-Wilk normality test and the Levene homogeneity test. Data analysis was conducted using independent samples and the N-Gain test. The results of the analysis indicate: (1) the application of the PBL model assisted by GeoGebra has an effect on students’ mathematical concept comprehension ability test result (2-tailed sig.) = 0,001 ≤ 0,05, (2) The application of the conventional method has an effect on students’ mathematical concept comprehension ability; test result (2-tailed sig.) = 0,001 ≤ 0,05, (3) Students’ ability to understand mathematical concepts differed between those using the GeoGebra-based PBL model and those using conventional methods (2-tailed significance = 0,001 ≤ 0,05 and mean difference = 9,28), (4) The implementation of GeoGebra-based PBL was effective in improving students’ ability to understand mathematical concepts, with an N-Gain score of 0,61. Keywords: Mathematical Concept Comprehension, Problem-Based Learning, GeoGebra ABSTRAK Pemahaman konsep matematika mencakup kemampuan siswa untuk memahami makna setiap konsep, melihat hubungan antara konsep-konsep, dan menerapkannya dalam pemecahan masalah. Tujuan penelitian ini untuk mengetahui: (1) Pengaruh penerapan PBL berbantuan GeoGebra terhadap kemampuan pemahaman konsep matematis siswa, (2) Pengaruh penerapan metode konvensional terhadap kemampuan pemahaman konsep matematis siswa, (3) Perbedaan kemampuan pemahaman konsep matematis antara siswa yang menggunakan model PBL berbantuan GeoGebra dan siswa yang menggunakan pendekatan pembelajaran konvensional, (4) Apakah implementasi PBL berbantuan GeoGebra meningkatkan kemampuan pemahaman konsep matematis siswa. Penelitian ini adalah eksperimen kuantitatif. Penelitian ini melibatkan semua siswa di kelas XI SMA Negeri 23 Batam. Metode pengambilan sampel purposive digunakan untuk pengambilan sampel. Essay adalah sarana pemeriksaan validitas dan relibialitas (r_11=0,7). Uji prasyarat menggunakan uji normalitas Shapiro-Wilk dan uji homogenitas Levene. Analisis data dengan menggunakan sampel independen dan uji N-Gain. Hasil analisis menunjukkan: (1) penerapan model PBL berbantuan GeoGebra pengaruh terhadap kemampuan pemahaman konsep matematika siswa hasil uji (2-tailed sig.) = 0,001 ≤ 0,05, (2) Penerapan metode konvensional berpengaruh terhadap kemampuan pemahaman konsep matematis siswa hasil uji (2-tailed sig.) = 0,001 ≤ 0,05, (3) Kemampuan siswa untuk memahami konsep matematis berbeda antara siswa yang menggunakan model PBL berbatuan GeoGebra dan siswa yang menggunakan metode konvensional (2-tailed sig.) = 0,001 ≤ 0,05 dan mean difference = 9,28), (4) Implementasi PBL berbatuan GeoGebra efektif dalam meningkatkan kemampuan siswa untuk memahami konsep matematika dengan uji N-Gain skor = 0,61. Kata kunci: Kemampuan Pemahaman Konsep Matematis, Problem Based Learning, GeoGebra]]>
