Pengaruh brain-based learning berbantuan PhET interactive simulations terhadap kemampuan pemahaman konseptual matematika siswa sekolah dasar - Tri Suryaningsih; Asep Supena (Universitas Sebelas Maret, 2024)
Penelitian ini bertujuan mengkaji pengaruh dan efektivitas brain-based learning berbantuan PhET Interactive Simulations terhadap pemahaman konseptual matematika siswa sekolah dasar. Metode yang digunakan adalah quasi eksperimen dengan desain one group pretest-posttest. Sampel terdiri dari 28 siswa kelas IV di sebuah sekolah dasar di Jakarta Selatan yang dipilih secara acak. Penelitian dilaksanakan pada 4-29 Maret 2024. Siswa diberikan tes pemahaman konseptual matematika sebelum (pretest) dan sesudah (posttest) penerapan brain-based learning berbantuan PhET. Data dianalisis menggunakan paired sample t-test untuk mengukur pengaruh dan Uji N-Gain untuk efektivitas. Hasil analisis paired sample t-test menunjukkan nilai sig sebesar 0,00 < 0,05, yang mengindikasikan adanya pengaruh signifikan brain-based learning berbantuan PhET terhadap pemahaman konseptual matematika siswa. Uji N-Gain menunjukkan rata-rata presentasi sebesar 59,94%, yang berarti brain-based learning berbantuan PhET cukup efektif dalam meningkatkan pemahaman konseptual siswa. Temuan ini menunjukkan bahwa integrasi BBL dan PhET Interactive Simulations efektif meningkatkan kualitas pembelajaran matematika di sekolah dasar. The effect of brain-based learning assisted by PhET interactive simulations on elementary school students' mathematical conceptual understanding ability Abstract: This study aims to examine the impact and effectiveness of brain-based learning supported by PhET Interactive Simulations on elementary students' conceptual understanding of mathematics. The research method employed is a quasi-experimental design with a one-group pretest-posttest approach. The sample consisted of 28 fourth-grade students from an elementary school in South Jakarta, selected randomly. The study was conducted from March 4 to March 29, 2024. Students were given a conceptual understanding test in mathematics both before (pretest) and after (posttest) the implementation of brain-based learning supported by PhET. Data were analyzed using a paired sample t-test to measure the impact and the N-Gain test to assess effectiveness. The paired sample t-test analysis showed a significance value of 0.00 < 0.05, indicating a significant impact of brain-based learning supported by PhET on students' conceptual understanding of mathematics. The N-Gain test revealed an average score of 59.94%, suggesting that brain-based learning supported by PhET is fairly effective in enhancing students' conceptual understanding. These findings indicate that the integration of brain-based learning and PhET Interactive Simulations effectively improves the quality of mathematics education in elementary schools.