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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

Purpose: This study evaluates the impact of Desmos-assisted Problem-Based Learning (PBL) compared to expository instruction on students' Mathematical Problem-Solving Ability (PSA) while accounting for varying levels of Achievement Motivation (AM) in vocational high schools. Design/methodology/approach: A quasi-experimental design was employed using Two-Way ANOVA. The sample comprised vocational students divided into experimental and control groups. Data were gathered through PSA tests and AM questionnaires. Findings: Desmos-assisted PBL significantly outperformed expository methods in enhancing PSA. Students with high AM demonstrated superior results. Crucially, no significant interaction was found between the teaching model and AM levels regarding PSA outcomes. Practical implications: Integrating Desmos into PBL serves as a robust pedagogical strategy for educators to bolster numeracy literacy and workforce readiness by fostering active cognitive engagement. Originality/value: This research contributes to the literature by integrating digital graphing tools (Desmos) within PBL frameworks specifically tailored to the vocational education context.   Purpose: Penelitian ini bertujuan membandingkan Kemampuan Pemecahan Masalah (KPM) matematis antara model Pembelajaran Berbasis Masalah (PBM) berbantuan Desmos dengan pembelajaran ekspositori, serta menganalisis pengaruh tingkat Motivasi Berprestasi (MB) terhadap KPM siswa SMK. Design/methodology/approach: Menggunakan desain quasi-experiment dengan analisis ANOVA Dua Arah. Sampel terdiri dari dua kelompok siswa SMK (eksperimen dan kontrol). Instrumen penelitian meliputi tes KPM dan angket MB. Findings: PBM berbantuan Desmos secara signifikan lebih efektif meningkatkan KPM dibanding model ekspositori. Siswa dengan MB tinggi mencapai skor KPM terbaik. Namun, tidak ditemukan interaksi antara model pembelajaran dan tingkat MB dalam memengaruhi KPM. Practical implications: PBM berbantuan Desmos terbukti sebagai strategi pedagogis efektif bagi guru SMK untuk meningkatkan literasi numerasi dan kesiapan kerja siswa melalui penguatan proses berpikir aktif. Originality/value: Studi ini memberikan kebaruan pada integrasi alat digital Desmos dalam sintaks PBM untuk mengatasi rendahnya KPM pada konteks pendidikan vokasi (SMK).
Co-Authors Ardi Dwi Susandi Dejarlo, Jenisus Gorky Sembiring, Maximus Sudirman Sudirman