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All Journal International Journal of Progressive Mathematics Education Jurnal Pendidikan MIPA
Triyono, Didik
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Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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Institutionalization of the 5E Instructional Model Integrated Augmented Reality Interactive Book (5E-IMARIB): Its Impact in Increasing Students' Understanding of 3D Geometry Concepts and Self-Efficacy? Sudirman, Sudirman; Dejarlo, Jenisus; Susandi, Ardi Dwi; Triyono, Didik
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

3D geometry is an abstract concept that provides a visual representation of shape and space in mathematics. However, many students consider images in books to be representations of 3D geometry, thus requiring direct visualization for better understanding. Therefore, this research aims to institutionalize the use of 5E-IMARIB in 3D geometry learning to influence students' understanding of 3D geometry concepts and increase students' self-efficacy in geometry subjects. A quasi-experimental nonequivalent comparison group design was used in this research. Participants in this research were class VIII students at one of the private junior high schools in Indramayu Regency, who were then selected into two classes. The first class consisted of 20 students learning using the 5E-IMARIB, and in the second class, 22 students were using conventional learning. Data obtained from the results of the geometry understanding test and self-efficacy questionnaire were analyzed quantitatively using the independent t-test. The results showed that the average pre-test score for the experimental class was 17.83 and the average post-test score was 63.43. The average score of student learning outcomes in the control class was 18.78 for the pre-test and 52.35 for the post-test. Meanwhile, the average gain score in the experimental class was 0.52, and in the control class 0.41. Apart from that, the average increase in self-efficacy (SE) in the experimental class was 0.22, and in the respondent class was 0.20. Furthermore, based on statistical analysis using an independent t-test, it was concluded that there was an increase in understanding of 3D geometry concepts and students' self-efficacy after using 5E-IMARIB . The results of this research indicate that AR in 3D geometry learning has the potential to help students understand geometric concepts and student affectivity.         Keywords: 5E instructional model, augmented reality interactive book, 3D geometry, understanding of  geometry concepts, self-efficacy.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp195-209
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 Ardi Dwi Susandi Dejarlo, Jenisus Dwi Susandi, Ardi Gorky Sembiring, Maximus Sudirman Sudirman