Efektivitas Model Problem Based Learning Berbantuan Geogebra terhadap Pemahaman Konsep Volume Kubus dan Balok Kelas V Sekolah Dasar

Anindya Fatimah Azzahra, Peduk Rintayati, Septi Triyani

Abstract

Conceptual understanding of cube and rectangular prism volume among elementary school students often remains at a low level, largely due to instructional practices emphasizing rote memorization of formulas rather than deep conceptual meaning-making. This study examined the effectiveness of the Problem Based Learning (PBL) model integrated with the GeoGebra application in enhancing fifth-grade students' conceptual understanding of cube and rectangular prism volume. A quantitative Quasi-Experimental approach with a Nonequivalent Control Group Design was applied, involving fifth-grade students within Gugus Singosari, Kartasura District, divided into an experimental group (25 students) using GeoGebra-assisted PBL and a control group (21 students) taught conventionally. Data were collected through pretest and posttest instruments, analyzed using Shapiro-Wilk normality, Levene's homogeneity, and Independent Sample t-Test with SPSS 22. Prior to treatment, both groups were confirmed equivalent (Sig. 0.069). After treatment, the experimental group's posttest mean (81.2) was significantly higher than the control group's (69.52), and hypothesis testing confirmed a statistically significant difference (Sig. 2-tailed = 0.018), rejecting H0 and accepting H1. These findings indicate that PBL integrated with GeoGebra is more effective in building conceptual understanding than conventional learning, offering teachers an innovative alternative for teaching geometric solids.

Keywords

Problem Based Learning; Geogebra; Conceptual Understanding; Volume; Elementary School.

References

Achmad, G. F., Eka, Z., & Henry, S. B. (2018). Realistic Mathematic Education Berbantu Alat Peraga Bongpas. Jurnal Ilmiah Pendidikan Matematika, 1(1), 15–20. https://doi.org/https://doi.org/10.24176/anargya.v1i1.2280 Ansar, M. (2019). Peningkatan Pemahaman Siswa Terhadap Konsep Volume Balok dengan Menggunakan Pendekatan Matematika Realistik Kelas V SD Negeri 212 Bontobangun Kabupaten Bulukumba. Jurnal Pemikiran Dan Pengembangan Pembelajaran, 1(1), 30–42. https://doi.org/https://doi.org/10.1038/s41586-021-03819-2 Ardianti, R., Sujarwanto, E., & Surahman, E. (2021). Problem-based Learning : Apa dan Bagaimana. DIFRACTION: Journal for Physics Education and Applied Physics, 3(1), 27–35. https://doi.org/https://doi.org/10.1038/s41586-021-03819-2 Arends, richard I. (2012). Learning To Teach. Attalina, S. N. C., & Irfana, S. (2020). Peningkatan Kemampuan Pemahaman Konsep Dasar Perkalian dengan Menerapkan Model Pembelajaran PBL (Problem based learning) Berbantuan Media Pembelajaran TOLKAMA (Botol Perkalian Matematika) pada Peserta Didik Kelas II Sekolah Dasar. Jurnal Pendidikan Dasar: Jurnal Tunas Nusantara, 2(2), 210–219. https://doi.org/https://doi.org/10.34001/jtn.v2i2.1501 Cariana, E., Karo, B., & Boentolo, F. (2025). Pengaruh Penggunaan Media Geogebra Terhadap Hasil Belajar Matematika Bangun Ruang. Aletheia: Christian Educators Journal, 6(1), 37–46. https://doi.org/https://doi.org/10.9744/aletheia.6.1.37-46 Pengaruh Daryanto, J., Anindyana, K., & Kurniawan, S. B. (2023). Analisis penerapan model pembelajaran Teams Games Tournament ( TGT ) pada materi perkalian siswa kelas III sekolah dasar. JPI: Jurnal Ilmiah Pendidikan, 9(449). https://doi.org/https://doi.org/10.20961/jpiuns.v9i2.74728 Depari, F. W. (2025). Penerapan model pembelajaran inkuiri untuk meningkatkan pemahaman konsep volume dan luas permukaan bangun ruang pada siswa kelas v sekolah dasar. 10. https://doi.org/https://doi.org/10.23969/jp.v10i02.25719 Effendi, K. N. S. (2017). Pemahaman Konsep Siswa Kelas VIII pada Materi Kubus dan Balok. Pasundan Journal of Research in Mathematics Learning and Education, 2(4), 87–94. https://doi.org/https://doi.org/10.23969/symmetry.v2i2.552 Farhah, A., Heryani, R. D., Arifin, N., Baiti, F. N., Suhendri, H., & Ningsih, R. (2023). Analisis Pemahaman Konsep Matematika Siswa Kelas V Pada Materi Volume Kubus dan Balok Di SD Negeri Tanjung Barat 01 Pagi. Himpunan: Jurnal Ilmiah Mahasiswa Pendidikan Matematika. Daerah Khusus Ibukota Jakarta, 12530(2), 111–118. https://doi.org/https://proceeding.unindra.ac.id/index.php/DPNPMunindra/article/view/6528 Hugo, R., & Sinaga, R. (2025). Peningkatan Pemahaman Konsep Volume Kubus dan Balok pada Siswa Kelas VI Melalui Pemanfaatan Media Pembelajaran Ular Tangga di UPT SDN 067241 Medan. Esensi Pendidikan Inspiratif, 7(2), 600–609. https://doi.org/https://journalversa.com/s/index.php/epi/index Vol. Istiyati, S., Nurfitriani, D., & Adi, F. P. (2024). Implementasi pembelajaran diferensiasi pada pembelajaran pendidikan pancasila di sekolah dasar. Jurnal Pendidikan Dasar, 12(449), 98–104. https://doi.org/ttps://doi.org/10.20961/jpd.v12i2.93425 Jelatu, S. (2018). Effect of GeoGebra - Aided REACT Strategy on Understanding of Geometry Concepts. 11(4), 325–336. https://doi.org/https://doi.org/10.12973/iji.2018.11421a Juwantara, R. A. (2019). Analisis Teori Perkembangan Kognitif Piaget pada Tahap Anak Usia Operasional Konkret 7-12 Tahun Dalam Pembelajaran Matematika. 9(1), 27–34. https://doi.org/ttps://jurnal.uin-antasari.ac.id/index.php/adzka Kilpatrick, J., Swafford, J., & Findell, B. (Eds. . (2001). Adding It Up: Helping Children Learn Mathematics. National Academy Press. https://doi.org/10.17226/9822. National Academies of Sciences, Engineering, and Medicine. 2001. Adding It Up: Helping Children Learn Mathematics. Washington, DC: The National Academies Press. https://doi.org/10.17226/5109. Maryani, L., Riyadi, & Kurniawan, S. B. (2025). Effectiveness of Problem-Based Learning Model on Critical Thinking Skills in Elementary Mathematics Education. SHEs: Conferense Series, 8(1), 224–230. https://doi.org/https://doi.org/10.20961/shes.v8i1.98892 Masitoh, I., & Sufyani Prabawanto. (2022). Peningkatan Pemahaman Konsep Matematika Dan Kemampuan Berpikir Kritis Matematis Siswa Kelas V Sekolah Dasar Melalui Pembelajaran Eksploratif. EduHumaniora; Jurnal Pendidikan Dasar, 4, 1–2. https://doi.org/https://doi.org/10.17509/eh.v7i2.2709 Mayasari, A., Arifudin, O., Juliawati, E., & Kartika, I. (2022). IMPLEMENTASI MODEL PROBLEM BASED LEARNING ( PBL ). Jurnal Tahsinia, 3(2), 167–175. https://doi.org/https://doi.org/10.57171/jt.v3i2.335 Nashiroh, F., & Zainuddin, A. (2023). Development of Geogebra-Based Fraction Gap Learning Media to Improve Understanding of the Fraction Concept of Grade V Elementary School. DIDAKTIKA TAUHIDI, 10(1), 55–69. https://doi.org/10.30997/dt.v10i1.8238 Ningtyas, N. A., Ningtyas, N. A., Kurniawan, S. B., Guru, P., Dasar, S., Maret, U. S., Surakarta, K., & Tengah, J. (2026). Hubungan Efikasi Diri dengan Kemampuan Pemahaman Konsep Matematika Materi Pengukuran Luas Satuan Baku dan Tidak Baku Peserta Didik Kelas IV SD Negeri Se- Kecamatan Pasarkliwon. Didaktika Dwiyja Indria, 14(3), 884–890. https://doi.org/10.20961/ddi.v14i3.14.3.884-890 Nofitri, F., Firman, & Desyandri. (2022). Analisis Media Pembelajaran Interaktif berbasis Aplikasi Geogebra dalam Menghitung Volume Balok di Sekolah Dasar. Jurnal IKA: Ikatan Alumni PGSD UNARS, 12(2), 94–101. https://doi.org/10.36841/pgsdunars.v12i2.2537 Pratama, P., Kamsiyati, S., & Budiharto, T. (2016). Studi Komparasi Penggunaan Model Pembelajaran Kooperatif Rotating Trio Exchange (RTE) dengan Student Teams Achievement Division (STAD) terhadap Pemahaman Konsep Bangun Ruang. DIDAKTIKA DWIJA INDRIA, 3(3), 1–6. https://doi.org/https://surl.li/fnuype Putri, R. W., & Sutarni, S. (2025). The Impact of Geogebra Integration Into Problem-Based Learning on Mathematics Learning Outcomes Based on Students ’ Learning Interest. 8(2), 266–279. https://doi.org/https://doi.org/10.30606/absis.v8i2.3181 Rangkuit, R. K., Suprihatiningsih, S., Rahayu, S., & Razy, M. A. (2023). Pengembangan Media Pembelajaran matematika Berbantuan Geogebra untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis Siswa. Riemann: Research of Mathematics and Mathematics Education, 5(1), 29–44. https://doi.org/https://doi.org/10.38114/riemann.v5i1.294 Ratna, W., Wati, A., Sarjanawiyata, U., & Yogyakarta, T. (2022). ANALISIS MEDIA PEMBELAJARAN INTERAKTIF BERBASIS APLIKASI GEOGEBRA DALAM MENGHITUNG VOLUME DAN LUAS PERMUKAAN BALOK DI SEKOLAH DASAR. 22(2), 115–123. Rintayati, P., Wirawan, G. F., & Chumdari. (2024). Pengaruh model project based learning terhadap berpikir kritis peserta didik. Jurnal Pendidikan Indonesia (Jurnal Ilmiah Pendidikan), 10(449), 37–42. https://doi.org/https://doi.org/10.20961/jpiuns.v10i1.83157 Riyadi, R., Novitasari, E., & Sriyanto, M. I. (2022). Analissi Higher Order Thinking Skills (HOTS) dalam Soal-Soal Matematika Semester 1 Kelas V Sekolah Dasar. DIDAKTIKA DWIJA INDRIA, 10(449), 37–42. https://doi.org/https://doi.org/10.20961/ddi.v10i1.61653 Sri, M., Dewi, A., Ariyana, I. K. S., Gede, P., & Dikta, A. (2026). The Effect of Problem-Based Learning on Mathematics Learning Outcomes Controlling for Students ’ Numerical Ability. 7(1), 162–169. https://doi.org/https://doi.org/10.37478/jpm.v7i1.6623 Sugiyono. (2022). Metode Penelitian Kuantitatif, Kualitatif, dan R&D (2nd ed.). Alfabeta. Yeni, D. F., Rahmatika, D., Armi, D., & Putri, E. (2023). Pengaruh Penggunaan Media Pembelajaran Digital terhadap Hasil Belajar Siswa. Edu Journal Inovation in Learning and Education, 01(02), 1–13. https://doi.org/https://doi.org/10.55352/edu Pengaruh

DOI: https://doi.org/10.20961/ddi.v14i6.126031

Refbacks

  • There are currently no refbacks.