EFEK PEMBELAJARAN BERBANTUAN GEOGEBRA TERHADAP REPRESENTASI MATEMATIS SISWA INDONESIA: STUDI META-ANALISIS
DOI:
https://doi.org/10.36277/defermat.v8i2.2355Keywords:
GeoGebra, meta-analisis, representasi matematis, ukuran efekAbstract
Penelitian ini bertujuan untuk menelaah efektivitas pembelajaran berbantuan GeoGebra terhadap kemampuan representasi matematis siswa melalui pendekatan meta-analisis, sekaligus mengidentifikasi peran variabel moderator yang mungkin memengaruhi hasil. GeoGebra sebagai perangkat lunak interaktif telah banyak digunakan dalam pembelajaran matematika, namun bukti empiris yang terintegrasi masih terbatas. Sebanyak 27 studi primer yang memenuhi kriteria inklusi dikumpulkan dari basis data Google Scholar dan Garuda. Ukuran efek dari masing-masing studi kemudian digabungkan menggunakan Model Efek Acak (Random Effect Model/REM). Hasil analisis menunjukkan bahwa pembelajaran berbantuan GeoGebra memberikan pengaruh positif yang kuat terhadap representasi matematis siswa, dengan ukuran efek keseluruhan sebesar 1.182 dan interval kepercayaan 95% CI [0.978, 1.386]. Analisis moderator lebih lanjut mengungkapkan bahwa faktor demografi wilayah siswa berperan dalam memoderasi efektivitas pembelajaran, sedangkan jenjang pendidikan, subjek materi pelajaran, durasi pertemuan, dan jumlah siswa tidak menunjukkan pengaruh moderasi yang signifikan. Temuan ini menegaskan bahwa GeoGebra merupakan media pembelajaran yang efektif dan dapat dipertimbangkan sebagai strategi inovatif untuk meningkatkan kualitas pembelajaran matematika di berbagai konteks pendidikan.
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