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JURNAL MathEdu (Mathematic Education Journal)
Published by Institut Pendidikan Tapanuli Selatan
ISSN : 26219832     EISSN : 26219832     DOI : https://doi.org/10.37081/mathedu.v4i1.2282
Core Subject : Education,
Education Mathematics
Ruang lingkup artikel ilmiah yang dapat diterbitkan dalam jurnal ini adalah sebagai berikut: Model Pembelajaran Matematika, Media dan Multimedia Pembelajaran Matematika, Kurikulum dalam Pendidikan Matematika, Penilaian (Assesment) dan Evaluasi dalam Pendidikan Matematika, Pengembangan Profesional Guru Matematika, Etnomatematika dalam Pendidikan dan pengajaran Matematika Desain Didaktis dalam Pendidikan dan pengajaran Matematika Lesson Study dalam Pembelajaran Matematika Matematika Terapan Penelitian Tindakan Kelas Fenomena Pendidikan
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 501 Documents
 47   48   49   50   51 
THE EFFECT OF GEOGEBRA-BASED INSTRUCTION ON THE CONCEPTUAL UNDERSTANDING OF LINEAR ALGEBRA AMONG INFORMATICS ENGINEERING STUDENTS Mey Chyntia Yesaya; Sri Widyanti Ginting; Melda Dahoklory
JURNAL MathEdu (Mathematic Education Journal) Vol 9 No 2 (2026): JURNAL MathEdu (Mathematic Education Journal) Juli 2026
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v9i2.8421

Abstract

The integration of digital technology into mathematics education has become an essential strategy for improving students' conceptual understanding, particularly in abstract subjects such as Linear Algebra. GeoGebra, an interactive mathematical software, provides dynamic visualizations that enable students to explore mathematical concepts more effectively. This study aims to examine the effect of GeoGebra-based instruction on the conceptual understanding of Linear Algebra among Informatics Engineering students. A quantitative approach employing a quasi-experimental design with a pretest–posttest control group was used. The participants consisted of undergraduate Informatics Engineering students enrolled in a Linear Algebra course, divided into an experimental group receiving GeoGebra-based instruction and a control group receiving conventional instruction. Data were collected using a conceptual understanding test administered before and after the intervention. The data were analyzed using descriptive statistics and an independent samples t-test to determine significant differences between the two groups. The findings indicate that students who learned through GeoGebra-based instruction demonstrated significantly higher conceptual understanding than those who received conventional instruction. The dynamic visualization and interactive features of GeoGebra facilitated students in exploring vector operations, matrix transformations, and systems of linear equations, thereby strengthening their conceptual comprehension and problem-solving abilities. These results suggest that GeoGebra is an effective instructional tool for enhancing conceptual understanding in Linear Algebra courses, particularly for Informatics Engineering students. The study recommends integrating GeoGebra into higher education mathematics curricula to promote active learning and improve students' mathematical competence.

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