<![CDATA[Mathematics instruction aims to equip students with problem-solving skills, which constitute an essential competency for them. This ability encompasses more than just finding the correct answer; it involves a comprehensive cognitive process—ranging from understanding the problem and formulating a mathematical model to solving the model and accurately interpreting the results. This study aimed to determine the improvement in mathematical problem-solving skills among students taught using the GeoGebra-based Problem-Based Learning (PBL) model compared to those receiving conventional instruction on the topic of 3D shapes (spatial geometry). A quantitative experimental approach was employed, specifically a quasi-experimental design using a non-equivalent control group design. The Mann-Whitney U test performed on the gain scores of the experimental and control classes yielded a Mann-Whitney U value of 52.500, a Z-value of -4.665, and an Asymp. Sig. (2-tailed) value of 0.000. Since the significance value was lower than the 0.05 threshold (0.000 < 0.05), the null hypothesis (H₀) was rejected and the alternative hypothesis (H₁) was accepted. It can be concluded that there is a significant difference in gain scores between the experimental and control classes, indicating a significant difference in the improvement of learning outcomes achieved by the two groups. ]]>
Copyrights © 2026
