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All Journal International Journal of Evaluation and Research in Education (IJERE) Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Pendidikan Anak Usia Dini Undiksha Jurnal Pendidikan Matematika Undiksha Prosiding Seminar Nasional MIPA Wahana Matematika dan Sains Jurnal Pendidikan Indonesia Jurnal Pendidikan dan Pembelajaran IPA Indonesia Jurnal Teknologi Pembelajaran Jurnal Pendidikan Matematika RAFA Binus Business Review IJIET (International Journal of Indonesian Education and Teaching) JOIV : International Journal on Informatics Visualization REiD (Research and Evaluation in Education) IJoLE: International Journal of Language Education JKTP: Jurnal Kajian Teknologi Pendidikan Jurnal PAJAR (Pendidikan dan Pengajaran) Cetta: Jurnal Ilmu Pendidikan Jurnal Cendekia : Jurnal Pendidikan Matematika WIDYA LAKSANA Journal of Education Action Research Journal of Education Technology Jurnal Studi Guru dan Pembelajaran SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme J-PiMat : Jurnal Pendidikan Matematika Jurnal JTIK (Jurnal Teknologi Informasi dan Komunikasi) Journal of Applied Science, Engineering, Technology, and Education Jurnal Paedagogy Jurnal Pedagogi dan Pembelajaran Journal La Sociale Jurnal Puruhita CITIZEN: Jurnal Ilmiah Mulitidisiplin Indonesia JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi Pedagogy : Jurnal Pendidikan Matematika Jurnal Media dan Teknologi Pendidikan Indonesian Journal of Instruction Emasains : Jurnal Edukasi Matematika dan Sains Journal of Pedagogy and Education Science Jurnal Penjaminan Mutu KENDALI: Economics and Social Humanities QANUN: Journal of Islamic Laws and Studies Dharma Acariya Nusantara: Jurnal Pendidikan, Bahasa dan Budaya Prosiding SENAMA PGRI
Ni Nyoman Parwati
Universitas Pendidikan Ganesha
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Pengaruh Problem-Based Flipped Learning Terhadap Berpikir Kritis dan Kreatif Siswa Dalam Pembelajaran PAI Mohamad Irsan Hadi; I Komang Sudarma; I Kadek Suartama; Ni Nyoman Parwati; I Made Tegeh
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5543

Abstract

The 21st century demands students to develop critical and creative thinking skills, yet Islamic Religious Education (PAI) learning in schools still tends to be teacher-centered. This quasi-experimental research with a pretest-posttest non-equivalent control group design aimed to examine the simultaneous and partial effects of the Problem-Based Flipped Learning(PBFL) model on students' critical and creative thinking skills compared to the Direct Instruction model. The study involved 64 eighth-grade students at SMP IT Al Hasaniyah NW Jenggik, selected through group random sampling. Data were collected using valid essay tests and analyzed using Multivariate Analysis of Covariance (MANCOVA) by controlling for students' initial abilities (pretest). The multivariate results indicated that the PBFL model had a significant simultaneous effect on students' critical and creative thinking skills (p < 0.001). The partial eta squared effect size fell into the very large category, proving the model's dominant practical effectiveness. Partially, the PBFL model also exerted a significant and strong effect on both critical thinking (p < 0.001) and creative thinking skills (p < 0.001). This superiority was evident in students' sharp analysis from elementary clarification to strategic levels, alongside fluency in designing original theological solutions. In conclusion, integrating technology-assisted pre-class self-directed learning and authentic problem-solving within the PBFL model successfully accelerates students' higher-order thinking skills (HOTS) in PAI subjects.
Optimalisasi Pemahaman Konsep Geometri Bangun Datar Pada Siswa SMP Melalui Implementasi E-Modul Flipbook Bermuatan Masalah Kontektual: Tinjauan Sistematis: Optimization of Flat Shape Geometry Concept Understanding in Junior High School Students through the Implementation of Contextual Problem-Filled Flipbook E-Module: A Systematic Review Jelevia Lorenca Br Sinuhaji; I Gusti Ngurah Pujawan; Ni Nyoman Parwati
Citizen : Jurnal Ilmiah Multidisiplin Indonesia Vol. 6 No. 2 (2026): CITIZEN: Jurnal Ilmiah Multidisiplin Indonesia (On Progress)
Publisher : DAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53866/jimi.v6i2.1303

Abstract

Pemahaman konsep geometri bangun datar adalah salah satu kompetensi penting dalam pembelajaran matematika di tingkat SMP yang menghadapi banyak kendala, seperti rendahnya kemampuan visualisasi, pemahaman konsep, serta kesulitan dalam mengaitkan konsep dengan konteks nyata. Penelitian ini bertujuan untuk mengkaji secara sistematis efektivitas penggunaan e-modul berbasis flipbook bermuatan masalah kontekstual dalam meningkatkan pemahaman konsep geometri pada siswa, Metode yang digunakan adalah Systematic Literature Review (SLR) terhadap 15 artikel ilmiah yang diterbitkan pada rentang waktu 2022-2026. Proses pengumpulan data dilakukan melalui beberapa tahap yaitu tahap identifikasi, seleksi, dan analisis artikel yang relevan. Hasil kajian menunjukkan bahwa e-modul berbasis flipbook secara umum memenuhi kriteria valid, praktis, dan efektif dalam mendukung pembelajaran. Penggunaan media ini dapat meningkatkan keterlibatan, motivasi siswa, dan kemampuan visualisasi siswa. Selain itu, sebagian besar penelitian masih terbatas pada skala kecil dan desain pengembangan, sehingga generalisasi temuan perlu dilakukan secara hati-hati. Temuan ini menunjukkan bahwa e-modul flipbook bermuatan masalah kontekstual memiliki potensi sebagai alternatif strategi pembelajaran yang inovatif dalam meningkatkan pemahaman konsep geometri siswa SMP.
The Effectiveness of Integrating Scientific Nutrition Education into Physical Education on Nutrition Knowledge and Healthy Behavior Intentions among Junior High School Students Zhao Shuai; Ni Nyoman Parwati; I Gde Wawan Sudatha
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19240

Abstract

This study aims to analyze the effectiveness of an experimental approach integrating scientific nutrition education into physical education learning in improving nutrition knowledge and healthy behavior intentions among junior high school students. The study used a quasi-experimental design with a pretest–posttest control group model, involving 40 seventh-grade students at Beijing No. 3 Middle School (Xicheng District, Beijing, China) who were divided into an experimental group and a control group through class-based randomization. The experimental group followed an integrated "physical training + scientific nutrition" curriculum for 10 weeks, while the control group received conventional physical education. The research instruments included nutrition knowledge tests and healthy behavior intention questionnaires that met the criteria for validity and reliability. Data analysis was performed using Multivariate Analysis of Covariance (MANCOVA) as the main analysis, followed by univariate ANCOVA, to control for differences in students' initial abilities. The results of the multivariate analysis of covariance (MANCOVA) indicated a significant multivariate effect of the teaching mode on students’ nutrition knowledge and healthy behavior intention after controlling for pretest scores (Wilks’ Λ = 0.338, F = 34.21, p < 0.001). This finding provides quantitative evidence that the integrated physical training and scientific nutrition learning approach significantly improved students’ learning outcomes compared to the conventional physical education model. These findings indicate that integrating scientific nutrition concepts into authentic physical training experiences can build strong links between cognitive understanding, physical experience, and health behavior reflection. This study concludes that the integration of scientific nutrition education based on educational technology is an effective and strategic approach to improving health literacy and encouraging sustainable healthy behavior change among junior high school students.
Design and Optimization of Mobile Learning Resources within the Framework of User Experience Oriented Educational Technology Hou Jing; I Kadek Suartama; Ni Nyoman Parwati
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19415

Abstract

This study aims to examine the effectiveness of designing and optimizing mobile learning resources within a user oriented educational technology framework in enhancing students’ learning engagement in higher education. The study employed a mixed methods approach with an explanatory sequential design. Participants were undergraduate students from Tianjin University of Technology selected through purposive sampling to ensure comparable academic backgrounds. Two intact classes were assigned as the experimental and control groups to maintain ecological validity. The experimental group consisted of 199 students, while the control group consisted of 200 students, resulting in a total sample of 399 participants (N = 399). Quantitative data were collected using validated scales measuring learning support, competence support, emotional support, learning self efficacy, learning engagement, were analyzed using ANCOVA, MANOVA, regression and mediation analysis. Qualitative data were obtained from learning behavior logs, classroom observations, and semi structured interviews and analyzed thematically. The results indicate that all three support dimensions significantly and positively influenced learning engagement, both directly and indirectly through learning self efficacy as a partial mediator. Learning support emerged as the strongest predictor of engagement, followed by competence and emotional support. These findings suggest that effective mobile learning is not determined by technological access alone, but by the quality of user-oriented learning experiences. This study provides empirical evidence that the MOVES framework offers a robust foundation for designing mobile learning resources that foster sustained engagement, self efficacy, and meaningful learning in digitally mediated higher education environments.
PENGARUH PENERAPAN MODEL PEMBELAJARAN TEAM GAMES TOURNAMENT BERBANTUAN EDUCAPLAY TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS VII SMP NEGERI 1 SELEMADEG TIMUR Ni Luh Putu Ayu Intan Suarningsih; Ni Nyoman Parwati; I Nengah Suparta
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2612

Abstract

Mastery of mathematical concepts occupies a strategic position in the learning process, as it serves as the foundation for students' reasoning and problem-solving abilities. However, the reality of learning shows that this achievement is not optimal, as evidenced by the tendency of students to rely on procedural memorization without adequate conceptual understanding. This condition demands the implementation of an instructional approach that can activate students' role in constructing knowledge. This study aims to analyze the effect of the Teams Games Tournament (TGT) learning model combined with Educaplay media on the mathematical concept comprehension abilities of seventh-grade students of SMP Negeri 1 Selemadeg Timur. This study uses a quasi-experimental approach with a Post-test Only Control Group Design. All seventh-grade students of SMP Negeri 1 Selemadeg Timur in the current academic year, totaling 89 students and spread across three classes, were designated as the study population. Sample selection was carried out using a cluster random sampling technique, resulting in two classes as samples, each consisting of 32 students. The experimental group received learning with the TGT model assisted by Educaplay, while the control group received direct learning. Data were collected using a mathematical concept understanding test instrument that met the criteria for validity and reliability. Data processing was performed using a t-test (independent samples test) at a 5% significance level. The results of the descriptive analysis showed that the average score for mathematical concept understanding in the experimental group reached 87.91, while the control group obtained an average score of 81.41. Hypothesis testing resulted in a significance value of 0.007, which is below the 0.05 limit. These findings indicate a significant difference between the two groups. Thus, it can be concluded that the implementation of the Teams Games Tournament learning model supported by Educaplay media has a significant influence on improving students' mathematical concept understanding abilities.ABSTRAKPenguasaan konsep matematika menempati posisi strategis dalam proses pembelajaran, karena menjadi landasan bagi kemampuan bernalar dan pemecahan masalah siswa. Akan tetapi, realitas pembelajaran menunjukkan bahwa capaian tersebut belum optimal, yang tampak dari kecenderungan peserta didik mengandalkan hafalan prosedural tanpa disertai pemaknaan konseptual yang memadai. Kondisi ini menuntut penerapan pendekatan instruksional yang mampu mengaktifkan peran siswa dalam membangun pengetahuan. Penelitian ini diarahkan untuk menganalisis pengaruh penerapan model pembelajaran Teams Games Tournament (TGT) yang dipadukan dengan media Educaplay terhadap kemampuan pemahaman konsep matematika siswa kelas VII SMP Negeri 1 Selemadeg Timur. Studi ini menggunakan pendekatan kuasi-eksperimen dengan rancangan Post-test Only Control Group Design. Seluruh siswa kelas VII SMP Negeri 1 Selemadeg Timur pada tahun ajaran berjalan, yang berjumlah 89 siswa dan tersebar dalam tiga kelas, ditetapkan sebagai populasi penelitian. Pemilihan sampel dilakukan melalui teknik cluster random sampling, sehingga diperoleh dua kelas sebagai sampel, masing-masing terdiri atas 32 siswa. Kelompok eksperimen memperoleh pembelajaran dengan model TGT berbantuan Educaplay, sedangkan kelompok kontrol mengikuti pembelajaran langsung. Data dikumpulkan menggunakan instrumen tes pemahaman konsep matematika yang telah memenuhi kriteria validitas dan reliabilitas. Pengolahan data dilakukan melalui uji t (independent samples test) pada taraf signifikansi 5%. Hasil analisis deskriptif menunjukkan bahwa rerata skor pemahaman konsep matematika pada kelompok eksperimen mencapai 87,91, sementara kelompok kontrol memperoleh nilai rata-rata sebesar 81,41. Pengujian hipotesis menghasilkan nilai signifikansi sebesar 0,007 yang berada di bawah batas 0,05. Temuan tersebut mengindikasikan adanya perbedaan yang bermakna antara kedua kelompok. Dengan demikian, dapat disimpulkan bahwa penerapan model pembelajaran Teams Games Tournament yang didukung oleh media Educaplay memberikan pengaruh signifikan terhadap peningkatan kemampuan pemahaman konsep matematika siswa.
Kemampuan Pemecahan Masalah Matematis Siswa SMP Kelas VIII Ditinjau dari Kemampuan Awal Matematika Gusti Ayu Komang Pipin Suartania; I Gusti Ngurah Pujawan; Ni Nyoman Parwati
Emasains : Jurnal Edukasi Matematika dan Sains Vol. 15 No. 2 (2026): Juli 2026
Publisher : Program Studi Pendidikan Matematika dan Pendidikan Biologi Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/emasains.v15i2.6405

Abstract

Kemampuan pemecahan masalah matematis merupakan kompetensi penting yang perlu dimiliki siswa untuk menyelesaikan berbagai permasalahan yang berkaitan dengan matematika dalam kehidupan sehari-hari. Kemampuan ini mencakup beberapa tahapan, yaitu memahami permasalahan, menyusun rencana penyelesaian, melaksanakan rencana, serta melakukan pengecekan kembali terhadap hasil yang diperoleh. Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemecahan masalah matematis siswa kelas VIII berdasarkan kemampuan awal matematika yang dimiliki. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek dalam penelitian ini adalah siswa kelas VIII A9 SMP Negeri 1 Banjar. Pengumpulan data dilakukan melalui pemberian tes uraian yang dirancang untuk mengukur kemampuan pemecahan masalah matematis siswa. Data dianalisis dengan mengelompokkan siswa ke dalam tiga kategori kemampuan awal matematika, yaitu tinggi, sedang, dan rendah. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah matematis siswa berbeda pada setiap kategori KAM. Siswa dengan kemampuan awal matematika (KAM) tinggi cenderung mampu memahami masalah, merencanakan, dan melaksanakan penyelesaian dengan lebih baik dibandingkan siswa pada kategori lainnya. Sementara itu, siswa dengan KAM sedang dan rendah masih mengalami kesulitan dalam beberapa tahapan penyelesaian, terutama pada tahap melaksanakan prosedur penyelesaian. Secara umum, siswa mengalami kesulitan yang paling menonjol pada penyelesaian soal nomor 3. Selain itu, sebagian siswa pada setiap kelompok KAM belum terbiasa melakukan pemeriksaan kembali terhadap jawaban yang diperoleh. Dengan demikian, kemampuan awal matematika memiliki keterkaitan dengan kemampuan pemecahan masalah matematis siswa.
Pengaruh Penerapan Model Pembelajaran Numbered Heads Together Berbantuan Nearpod terhadap Pemahaman Konsep Matematis Made Ika Kusuma Wiguna; I Wayan Puja Astawa; Ni Nyoman Parwati
Wahana Matematika dan Sains: Jurnal Matematika, Sains, dan Pembelajarannya Vol. 19 No. 3 (2025): Desember 2025
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/wms.v19i3.107996

Abstract

Keterbatasan dalam pemahaman siswa mengenai konsep matematika mengindikasikan perlunya suatu metode pembelajaran yang dapat mendorong keterlibatan aktif dan menciptakan pemahaman yang bermakna. Penelitian ini bertujuan untuk mengetahui apakah model Numbered Heads Together dengan Nearpod memiliki dampak positif terhadap pemahaman konsep matematis siswa kelas X SMA Negeri 1 Kediri. Penelitian ini dilaksanakan menggunakan metode quasi-eksperimen dengan desain post-test only control group. Sampel terdiri dari siswa kelas X SMA Negeri 1 Kediri, yang dipilih menggunakan cluster-random sampling. Kelas X5 merupakan kelompok eksperimen yang dibelajarkan menggunakan model Numbered Heads Together dengan Nearpod, dan kelas X4 merupakan kelompok kontrol yang dibelajarkan menggunakan model konvensional. Instrumen pengumpulan data berupa tes pemahaman konsep matematika, yang telah melalui proses validasi dan reliabilitas serta menghasilkan koefisien reliabilitas sebesar 0,678, yang dianggap tinggi. Analisis hipotesis dilakukan menggunakan uji t satu ekor pada tingkat signifikansi α = 0,05. Hasil analisis deskriptif menunjukkan bahwa nilai rata-rata kelompok eksperimen adalah 76,04 (SD = 14,00), sedangkan kelompok kontrol adalah 69,53 (SD = 13,15). Hasil uji t satu arah adalah t = -1,917 dengan tingkat signifikansi 0,03 (<0,05), sehingga  ditolak dan diterima. Oleh karena itu, dapat disimpulkan bahwa penggunaan model Numbered Heads Together dengan dukungan Nearpod memiliki dampak positif terhadap pemahaman konsep matematis siswa kelas X di SMA Negeri 1 Kediri.
Narratives Beyond the Classroom: Deploying Reflective Literacy and Mental Literacy to Foster Moral and Psychological Resilience Chow Teng Poh; Ni Nyoman Parwati; Ketut Agustini; I Made Tegeh
KENDALI: Economics and Social Humanities Vol. 3 No. 3 (2025): KENDALI: Economics and Social Sciences Humanities, Maret 2025
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/kendali.v3i3.665

Abstract

This study explores an Exploration and Deployment (E&D) model that integrates reflective literacy and mental literacy to cultivate moral and psychological resilience in diverse educational and religious settings across Indonesia. Centered on the distribution of four bilingual books: Melampaui Kelas, Beyond the Classroom, Gema Keseimbangan, and Echoes of Equilibrium; the initiative reached over 40 institutions including schools, universities, religious organizations, and community libraries. These texts introduced adaptive-pervasive learning and the transformative role of mantra practices in fostering psychological well-being. In tandem, a 12-week mantra recitation program was deployed in selected institutions, guiding participants through daily practice, group reflection, and, where feasible, physiological monitoring (ECG). Pre- and post-program surveys assessed changes in emotional states, reflective capacity, and moral insight. Findings suggest that the integration of narrative-based literacy with spiritual practice significantly enhances participants’ self-regulation, empathy, and mental clarity. The study highlights the value of culturally rooted, community-embedded pedagogies in bridging educational innovation with spiritual tradition. This paper contributes to the discourse on moral education, adaptive learning, and community-based mental health strategies in the Global South.
TRI DHARMA AS A CATALYST FOR MORAL LITERACY AND ETHICAL MINDSET: A REVIEW OF CONTEMPORARY INDONESIAN EDUCATIONAL AND CULTURAL DISCOURSES Chow Teng Poh; Ni Nyoman Parwati; Ketut Agustini; I Made Tegeh
QANUN: Journal of Islamic Laws and Studies Vol. 3 No. 2 (2025): QANUN: Journal of Islamic Laws and Studies, Maret 2025
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/qanun.v3i2.663

Abstract

This review synthesizes current literature on Tri Dharma Perguruan Tinggi (the Indonesian higher education) philosophy that encompasses education, research, and community service, as a foundational ethical framework to promote moral literacy and an ethical mindset among learners and citizens. Rooted in the nation’s post-independence vision, Tri Dharma is not merely an academic mandate but a holistic moral philosophy that informs intellectual development, civic responsibility, and community well-being. By drawing on policy documents, ethnographic fieldwork, empirical educational studies, and national reform initiatives, this paper examines the ways in which Tri Dharma has been operationalized across diverse institutional and community contexts. The findings reveal that Tri Dharma fosters a values-driven education model that integrates compassion, critical thinking, and social justice into both formal instruction and public engagement. It bridges traditional Indonesian virtues, such as gotong-royong (mutual cooperation), bhineka tunggal ika (unity in diversity), and cinta tanah air (love for the homeland), with contemporary societal challenges like environmental degradation, digital ethics, and national fragmentation. By highlighting transformative programs such as Gerakan Literasi Nasional, Kartu Prakerja, and ecological initiatives grounded in local wisdom, this review underscores the ongoing relevance of Tri Dharma in cultivating ethical, reflective, and civically engaged citizens in an increasingly globalized and complex world.
PENGARUH PENERAPAN MODEL PEMBELAJARAN CONCEPTUAL UNDERSTANDING PROCEDURES (CUPS) BERBANTUAN GEOGEBRA TERHADAP PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS IX SMP Aisya Bella Zq; Ni Nyoman Parwati; Putu Kartika Dewi
Pedagogy: Jurnal Pendidikan Matematika Vol. 11 No. 2 (2026): Pedagogy : Jurnal Pendidikan Matematika
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/rmw7m474

Abstract

Pemahaman konsep matematis menjadi salah satu kompetensi esensial dalam pembelajaran matematika. Meskipun demikian, tingkat penguasaan siswa terhadap konsep masih belum optimal. Kondisi ini tidak terlepas dari pola pembelajaran yang masih bersifat teacher-centered, sehingga keterlibatan aktif siswa dalam membangun pemahaman konsep belum berkembang secara maksimal. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran CUPs berbantuan GeoGebra terhadap pemahaman konsep matematika siswa kelas IX SMP. Populasi dalam penelitian ini terdiri atas 10 kelas dengan jumlah keseluruhan 377 siswa. Sampel penelitian diambil sebanyak dua kelas yang ditentukan melalui teknik cluster random sampling. Berdasarkan hasil pengundian diperoleh kelas IXA8 sebanyak 37 siswa sebagai kelas eksperimen yang mengikuti model pembelajaran CUPs berbantuan GeoGebra dan kelas IXA9 sebanyak 39 siswa sebagai kelas kontrol yang mengikuti pembelajaran menggunakan model pembelajaran konvensional. Penelitian ini menggunakan metode eksperimen semu (quasi experiment) dengan desain post-test-only control group. Untuk menguji hipotesis penelitian, analisis data dilakukan menggunakan uji independent samples t-test. Hasil penelitian menunjukkan bahwa kelas eksperimen memperoleh rata-rata skor post-test sebesar 77,14, sedangkan kelas kontrol memperoleh rata-rata skor post-test sebesar 64,18. Hasil uji hipotesis menggunakan independent samples t-test dengan taraf signifikansi 0,05 menunjukkan nilai signifikansi (sig) sebesar < 0,001, yang lebih kecil dari 0,05. Berdasarkan hasil tersebut dapat disimpulkan bahwa kemampuan pemahaman konsep matematika siswa yang mengikuti pembelajaran dengan model pembelajaran CUPs berbantuan GeoGebra lebih tinggi dibandingkan dengan siswa yang mengikuti pembelajaran menggunakan model pembelajaran konvensional.
Co-Authors ., A.A SRI YULIANA DEWI ., I Putu Supartika ., KD ARYA UTAMA JAYA ., Luh Irmayanti ., NI KETUT SURIANI ., Ni Putu Eka Widiantari ., NI PUTU SRI ANDAYANI ., Prof. Dr. I Wayan Santyasa, M.Si. ., Putri Oktalinda Muttaqina ., Putu Winda Marhayani Wijaya ., Putu Yulia Prawestri Abdullah, Mohamad Syarief Ade Prajnawini . Agus Putra Wijaya Ahadiyah Noer Hapsari . Aisya Bella Zq Anak Agung Adi Wiryya Putra Anak Agung Gde Ekayana Anantawikrama Tungga Atmadja Aniek Suryanti Kusuma Apriadi, Ramadhan Ariadi, Ni Made Aripin Tambunan Arya Arimbawa, Gusti Putu Aryani, Wayan Astiti, Putu Juli Cendana, Wiputra Chow Teng Poh Desak Putu Parmiti Dewa Gede Hendra Divayana, Dewa Gede Hendra Dewi, Ni Komang Tri Yunita Dewi, Ni Luh Kusuma Dr. I Made Sugiarta, M.Si. . Drs.Djoko Waluyo,M.Sc . Gede Rasben Dantes Gede Suweken Gusti Ayu Komang Diva Triani Gusti Ayu Komang Pipin Suartania Gusti Ayu Mahayukti Gusti Ayu Mahayukti HALILI, SITI HAJAR hanifah hanifah Hou Jing I Gde Wawan Sudatha I Gede Ratnaya I Gst Nyoman Yudi Hartawan I Gusti Bagus Gending . I Gusti Ngurah Pujawan I Gusti Nyoman Yudi Hartawan I Gusti Nyoman Yudi Hartawan, S.Si . I Gusti Putu Suharta I Kadek Suartama I Ketut Wijaya I Komang Adi Indra Pramana . I Komang Agus Tri Antara I Komang Sudarma I Komang Sudarma I Made Ardana I Made Ardana I Made Candiasa I Made Dharma Putra I Made Suarsana I Made Suarsana I Made Sutajaya I Made Tegeh I Nyoman Gita I Nyoman Jampel I Putu Darma Putra . I Putu Herry Gita Rusmawan I Putu Herry Gita Rusmawan . I Putu Pasek Suryawan I PUTU PASEK SURYAWAN I Putu Supartika . I Putu Wisna Ariawan I Wayan Puja Astawa I Wayan Santyasa I Wayan Santyasa I Wayan Sentana Putra . I Wayan Sukra Warpala Ida Ayu Dwi Ambarawati . Ida Ermiana Jelevia Lorenca Br Sinuhaji K. Riko Agus Septiana Kadek Ayu Mutiara Pratiwi Kadek Dwi Wahyuni Kadek Yuni Dwi Setiani Ketut Agustini Ketut Rendrayana Komang Srie Darmayanti Loria Natalia Br Depari Luh Irmayanti . Luh Putu Arya Putri Adnyani . M.Or. S.Pd. Gede Eka Budi Darmawan . M.Pd S.T. S.Pd. I Gde Wawan Sudatha . Made Dwi Raka Adnyani Made Ika Kusuma Wiguna Marcel Prastiko Arthana Mohamad Irsan Hadi Mulyasa, I Made Artha Naswan Suharsono Ni Kadek Yulanda Kusuma Wardhani Ni Ketut Suriani Ni Luh Putu Ayu Intan Suarningsih Ni Made Sanistiawati Ni Made Sri Mertasari Ni Nengah Priti Susadi Ni Putu Eka Widiantari . Ni Putu Ristiati Ni Putu Widya Kumala Sari Ni Wayan Intan Permatasari Pande Putu Sri Wandari . Pande Putu Sri Wandari ., Pande Putu Sri Wandari Prameswara, Putu Buddhi Prof. Dr.I Nengah Suparta,M.Si . Purnama, M. Rokhman Putri Oktalinda Muttaqina . Putu Kartika Dewi Putu Supawidhiasih, Ni Putu Supawidhiasih, Ni Putu Winda Marhayani Wijaya . Putu Yulia Prawestri . Rusmawan, I Putu Herry Gita Sanistiawati, Ni Made Santosa, Made Herry Sari, Ni Kadek Ayu Indah Saridewi, Desak Putu Septiana, K. Riko Agus Sogen, Afrianto T. L. Supuwiningsih, Ni Nyoman Tirza, Juliana Trianasari Trianasari, Trianasari Wilandari, Putu Ayu Desi Wiryanta, Nyoman Agus Yani Yani Zhao Shuai