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All Journal International Journal of Progressive Mathematics Education The International Journal of Mathematics and Sciences Education
Gorky Sembiring, Maximus
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Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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Visualizing geometry: exploring the role of geogebra-assisted 6E-IM model in enhancing students’ spatial abilities Prasetya, Natan; Gorky Sembiring, Maximus; Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés
International Journal of Mathematics and Sciences Education Vol. 3 No. 1 (2025): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v3i1.176

Abstract

Students’ spatial visualization ability is a key component in understanding geometry, yet many students exhibit suboptimal performance in this area. This study aimed to (1) evaluate the quality of the Geogebra-assisted 6E-IM learning model, (2) examine its effect on students' spatial visualization ability, and (3) describe students' ability levels after receiving the intervention. A sequential explanatory mixed-methods design was used. The independent variable was the Geogebra-assisted 6E-IM model, while the dependent variable was students’ spatial visualization ability. A total of 60 students participated, with 30 assigned to the experimental group and 30 to the control group. Data were collected through tests, interviews, and questionnaires. Quantitative results showed that students in the experimental group significantly outperformed the control group (p < 0.05), indicating a positive effect of the Geogebra-assisted 6E-IM model on spatial visualization ability. Qualitative analysis revealed that students with high ability met all spatial visualization indicators; those with moderate ability met two indicators, while those with low ability met only one. These findings demonstrate that the integration of Geogebra in the 6E-IM learning model can effectively enhance students’ spatial visualization skills in geometry. This study contributes to the development of innovative, technology-integrated instructional strategies in mathematics education.
Sinergi pembelajaran berbasis masalah dan motivasi berprestasi: membentuk kompetensi pemecahan masalah matematis siswa sekolah menengah kejuruan Triyono, Didik; Gorky Sembiring, Maximus; Dwi Susandi, Ardi
International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i2.21210

Abstract

The low level of students’ Mathematical Problem-Solving Ability (MPSA) in Vocational High Schools (SMK) prompted this study. Its purpose is to compare MPSA between a group of students taught using Desmos-assisted Problem-Based Learning (PBL) and a control group taught using expository instruction, while also considering their level of achievement motivation (AM). This quasi-experimental research analyzed MPSA and AM using test and questionnaire instruments, with data processed through Two-Way ANOVA. The results show that Desmos-assisted PBL is significantly more effective in improving MPSA than the expository model. In addition, achievement motivation also produces significant differences in students’ MPSA (students with high AM achieved the best outcomes). However, no interaction was found between the learning model and the level of MA in influencing MPSA. The discussion highlights that PBL–Desmos is an effective instructional strategy, and strong MA is a better predictor of MPSA. This study’s contribution emphasizes the importance of adopting PBL–Desmos and strengthening motivation as key policy pillars to enhance MPSA among vocational high school students.   Rendahnya kemampuan pemecahan masalah matematis (KPM) pada siswa Sekolah Menengah Kejuruan (SMK) mendorong dilakukannya penelitian ini. Tujuannya adalah membandingkan KPM antara kelompok siswa yang menggunakan Pembelajaran Berbasis Masalah (PBM) berbantuan Desmos dan kelompok kontrol (pembelajaran ekspositori), dengan mempertimbangkan tingkat motivasi berprestasi (MB). Penelitian quasi-eksperimen ini menganalisis KPM dan MB menggunakan instrumen tes dan angket, dengan analisis data ANOVA Dua Arah. Hasil menunjukkan PBM berbantuan Desmos secara signifikan lebih unggul dalam meningkatkan KPM dibandingkan model ekspositori. Selain itu, motivasi berprestasi juga memberikan perbedaan signifikan pada capaian KPM siswa (siswa MB tinggi menunjukkan hasil terbaik). Namun, tidak ditemukan adanya interaksi antara model pembelajaran dan tingkat motivasi berprestasi dalam memengaruhi KPM. Pembahasan menegaskan bahwa PBM-Desmos adalah strategi efektif dan motivasi yang kuat merupakan prediktor KPM yang lebih baik. Kontribusi penelitian ini menggarisbawahi pentingnya adopsi PBM-Desmos dan penguatan MB sebagai pilar kebijakan untuk meningkatkan KPM siswa SMK.
Co-Authors Dwi Susandi, Ardi Prasetya, Natan Rodríguez-Nieto, Camilo Andrés Sudirman Sudirman Triyono, Didik