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All Journal AKSIOMA Al-Jabar : Jurnal Pendidikan Matematika MaPan : Jurnal Matematika dan Pembelajaran JTAM (Jurnal Teori dan Aplikasi Matematika) Symmetry: Pasundan Journal of Research in Mathematics Learning and Education JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) IJECA (International Journal of Education and Curriculum Application) Jurnal Pengabdian UNDIKMA Journal Focus Action of Research Mathematic (Factor M) JME (Journal of Mathematics Education) Jurnal VARIDIKA
Santosa, Yoga Tegar
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Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Enhancing Conceptual Understanding in Geometry of Curved Solids: A Constructivist Philosophy Approach through Interactive E-Module for Secondary School Students Santosa, Yoga Tegar; Hastuti, Windi; Ismiyati, Ismiyati; Ferdianto, Juli; Kholid, Muhammad Noor
Jurnal VARIDIKA Volume 38 No 2, June 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i2.13706

Abstract

Conceptual understanding is a crucial aspect of mathematics learning. However, in practice, students’ mathematical conceptual understanding often tends to be low. One potential solution is the implementation of an interactive e-module grounded in constructivist philosophy to facilitate deeper understanding of mathematical concepts. This study aims to examine the influence of using a constructivist-philosophy-based interactive e-module on students’ conceptual understanding in geometry of curved solids at the secondary school level. The research employed a quantitative quasi-experimental approach with a pretest–posttest non-equivalent control group design. The participants consisted of 62 ninth-grade students from a public junior secondary school in Boyolali Regency, Indonesia, who were divided into experimental and control groups. Data were collected using a conceptual understanding test that was validated and demonstrated good reliability (Cronbach’s α = 0.82). Data analysis was conducted using descriptive and inferential statistics. The Mann–Whitney U test revealed a significant difference in post-test scores between the experimental and control groups (p < 0.001), with the experimental group achieving a higher median score (75) than the control group (55.5). The effect size analysis indicated a strong practical effect (r = 0.77), suggesting that the observed difference was not only statistically significant but also educationally meaningful. These findings indicate that the constructivist-philosophy-based interactive e-module was effective in supporting the enhancement of students’ conceptual understanding of geometry of curved solids. Furthermore, students who learned the material using the e-module demonstrated significantly better conceptual understanding than those who did not. These findings can serve as a reference for teachers in selecting appropriate digital learning media, while also contributing to the development of mathematics learning innovations oriented towards constructivism.
Co-Authors Antara, Setiya Antara, Setya Budi Murtiyasa Ferdianto, Juli Hastuti, Windi Irmanopaliza, Ade Ismiyati, Ismiyati Mahmudah, Mutiara Hisda Masduki Maulida, Dini Wardani Muhammad Noor Kholid Naufal Ishartono Nining Setyaningsih Nisita, Indriastri Sri Sutarni Sukowati, Berliani Ardelia Wibowo, Eko Ari Yulia Maftuhah Hidayati