Jilan Najwa Asshifa, Prawidi Wisnu Subroto, Nurazizah Tunisa, Sigit Raharjo

Efektivitas Penggunaan Alat Peraga Model Bangun Datar Terhadap Hasil Belajar Siswa Dalam Memahami Konsep Segitiga

Introduction

Efektivitas penggunaan alat peraga model bangun datar terhadap hasil belajar siswa dalam memahami konsep segitiga. Temukan efektivitas alat peraga model bangun datar dalam meningkatkan hasil belajar siswa memahami konsep segitiga. Studi ini menunjukkan peningkatan signifikan.

Abstract

This study aims to analyze the effectiveness of using triangle-shaped teaching aids in improving students' learning outcomes in geometry concepts, particularly triangles. The research employed a quasi-experimental approach with a "Nonequivalent Posttest-Only Control Group" design to evaluate differences in learning outcomes between the experimental and control groups. The sample comprised eighth-grade students at MTS Buaran Tangerang, divided into two groups: the experimental group using teaching aids and the control group following conventional methods. Data were analyzed using normality tests, Pearson correlation tests, and t-tests. The findings reveal that using triangle-shaped teaching aids significantly enhances students’ understanding of triangle concepts. The experimental group achieved higher average learning outcomes compared to the control group. Correlation analysis indicated a strong positive relationship between the use of teaching aids and students' learning outcomes. This study concludes that triangle model teaching aids serve as an effective learning medium to facilitate understanding of abstract mathematical concepts. The findings underscore the importance of innovation in educational tools to support more interactive and meaningful learning processes.

Review

This study offers a valuable contribution to mathematics education by investigating the effectiveness of tangible teaching aids in facilitating the understanding of abstract geometric concepts, specifically triangles. Utilizing a quasi-experimental approach with a "Nonequivalent Posttest-Only Control Group" design, the researchers effectively demonstrated that the experimental group, which employed triangle-shaped teaching aids, achieved significantly higher learning outcomes compared to the control group that followed conventional methods. The findings, supported by normality tests, t-tests, and correlation analysis, strongly suggest that such innovative tools are highly beneficial in making complex mathematical ideas more accessible and fostering improved student performance. While the study presents clear findings and employs appropriate statistical methods to identify a significant effect, some methodological details could be further elaborated for enhanced robustness and replicability. A more precise description of the 'triangle-shaped teaching aids,' detailing their specific design and how they were integrated into the lessons, would greatly benefit readers and potential implementers. Given the "Nonequivalent Posttest-Only Control Group" design, clarification on any measures taken to assess or account for potential baseline differences between the experimental and control groups would strengthen the causal inference regarding the intervention's impact. Additionally, a more explicit explanation of the variables involved in the Pearson correlation analysis would provide a clearer understanding of the relationships explored beyond the direct group comparison. Overall, this research provides compelling evidence for the practical utility of hands-on learning tools in geometry instruction, reinforcing the notion that concrete representations can bridge the gap between abstract concepts and student comprehension. The study's conclusions underscore the importance of integrating innovative educational tools to create more interactive and meaningful learning experiences, particularly in subjects where abstract thinking is paramount. Future research could build upon these findings by exploring the long-term retention of concepts, examining the effectiveness across diverse student populations or different grade levels, and investigating specific features of teaching aids that contribute most significantly to improved learning outcomes.

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