Enhancing Junior High School Students’ Mathematical Problem-Solving Ability through GeoGebra-Assisted Project-Based Learning

Abstract

This study aims to describe the improvement in students' mathematical problem-solving abilities taught using a GeoGebra-assisted project-based learning model. This study is a quasi-experiment with a post-test only control group design. The population of this study was all eighth-grade students at SMP PGRI 2 Denpasar in the 2016/2017 academic year, distributed across 11 classes. The sample was determined using cluster random sampling to obtain 3 classes as the research sample. Data on students' mathematical problem-solving abilities were collected using an essay test. The results of the hypothesis test using ANOVA showed that F_count = 29.7061 was greater than _Ftable = 3.06. This means that there is a difference in mathematical problem-solving ability between students who participated in learning using the GeoGebra-assisted project-based learning model, the project-based learning model alone, and the 5M model. Therefore, a further test was conducted using the Scheffe test. Based on the Scheffe test and the average scores of each sample group, it was found that the mathematical problem-solving ability of students who participated in project-based learning assisted by GeoGebra was better than that of students who participated in project-based learning alone and students who participated in the 5M model. Furthermore, it was found that the mathematical problem-solving ability of students who participated in project-based learning was better than that of students who participated in the 5M model. Therefore, it can be concluded that the GeoGebra-assisted project-based learning model is better than the project-based learning model alone and the 5M learning model in improving students' mathematical problem-solving ability.