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Journal : geomath

Peran GeoGebra dalam Menggeser Pembelajaran Geometri dari Hafalan Prosedural Menuju Pemahaman Konseptual Dea Permata Sari; Arvin Efriani; Harisman Nizar
GEOMATH Vol 7 No 1 (2026): Mei 2026
Publisher : STKIP La Tansa Mashiro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55171/geomath.v7i1.1692

Abstract

This study aims to develop exploration activities for flat shapes (triangles and quadrilaterals) using GeoGebra Classroom, designed to improve conceptual understanding among seventh-grade students. This research is motivated by the low understanding of mathematical concepts, where students often rely on procedural memorization. The study uses the Research and Development (R&D) approach with the 4D model (Define, Design, Develop, Disseminate), focusing on the Develop phase. Data collection instruments include expert validation sheets (content and media), field observation guidelines, and conceptual understanding tests. Data analysis is conducted using both qualitative and quantitative descriptive methods to assess the feasibility of the product. These exploration activities were intentionally designed without the instant presentation of formulas to encourage students to independently construct geometric properties through GeoGebra's dragging feature. The expected outcome of this research is the creation of a valid and practical learning tool that helps students visualize and understand geometric concepts meaningfully
Penerapan Alat Peraga Diagram Untuk Meningkatkan Pemahaman Penyajian Data Pada Siswa Kelas VII SMP Meisya Nazelina; Arvin Efriani; Feli Ramury
GEOMATH Vol 7 No 1 (2026): Mei 2026
Publisher : STKIP La Tansa Mashiro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55171/geomath.v7i1.1694

Abstract

This study aimed to determine the effect of diagram teaching aids on students’ understanding of data presentation in seventh-grade students at SMP FITRA ABDI Palembang. The research used a quantitative method with a quasi-experimental design in the form of a posttest-only control group design. The sample consisted of two classes, namely an experimental class and a control class, with 18 students in each class. The experimental class received learning using diagram teaching aids, while the control class used conventional learning methods. Data collection was conducted through a posttest on data presentation material. Data were analyzed using the Shapiro-Wilk normality test, Levene’s homogeneity test, and Independent Samples T-Test assisted by SPSS software. The results showed a significance value of 0.205 > 0.05, indicating no statistically significant difference between the experimental and control classes. However, the experimental class obtained a higher mean score than the control class, namely 74.72 and 68.33. Thus, the use of diagram teaching aids gave a positive descriptive effect on students’ understanding of data presentation