EFEKTIVITAS PEMBELAJARAN BERBASIS PROYEK BERBANTUAN GEOGEBRA DALAM MENINGKATKAN SELF-EFFICACY MATEMATIS DAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA
DOI:
https://doi.org/10.23969/jp.v11i02.55223Keywords:
GeoGebra, mathematical self-efficacy, mathematical problem-solving ability, Project-Based Learning.Abstract
This study aimed to analyze the effect of Project-Based Learning assisted by GeoGebra on students’ mathematical self-efficacy and mathematical problem-solving ability. This research employed a quasi-experimental method using a nonequivalent control group design with a pretest-posttest pattern. The sample consisted of 88 seventh-grade students of SMP Negeri 6 Mataram selected through cluster random sampling. The experimental class learned through Project-Based Learning assisted by GeoGebra, whereas the control class learned through discovery learning commonly applied by the teacher. Data were collected using a mathematical self-efficacy questionnaire and a mathematical problem-solving test, then analyzed using descriptive statistics, ANCOVA, and multivariate analysis. The results showed that students in the experimental class achieved higher mathematical self-efficacy and mathematical problem-solving ability than those in the control class. The ANCOVA results indicated a significant effect on mathematical self-efficacy (Sig. = 0.000; Partial Eta Squared = 0.489) and mathematical problem-solving ability (Sig. = 0.000; Partial Eta Squared = 0.374). The multivariate analysis also showed a significant simultaneous effect on both variables (Sig. = 0.000; Partial Eta Squared = 0.562). Therefore, Project-Based Learning assisted by GeoGebra is effective in improving students’ mathematical self-efficacy and mathematical problem-solving ability.
Downloads
References
Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. SAGE Open, 10(3), 1–15. https://doi.org/10.1177/2158244020938702
Ashraf, S., & Khan, Q. (2023). Evaluation of intertwined project-based learning in introductory mathematics and statistics courses. International Journal of Education in Mathematics, Science and Technology, 11(3), 552–574. https://doi.org/10.46328/ijemst.3339
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Fadillah, I., & Wahyudin, W. (2022). Mathematical problem solving ability viewed from students’ mathematical disposition. Formatif: Jurnal Ilmiah Pendidikan MIPA, 12(1), 211–224. https://doi.org/10.30998/formatif.v12i1.9943
Fatahillah, A. F., & Faradillah, A. (2023). Project-based learning assisted augmented reality in increasing students’ mathematical understanding of concepts. Jurnal Elemen, 9(2), 450–463.
Fisher, D., Kusumah, Y. S., & Dahlan, J. A. (2021). The achievement of middle school students’ mathematical problem solving abilities through project-based learning models. Al-Jabar: Jurnal Pendidikan Matematika, 12(1), 185–192. https://doi.org/10.24042/ajpm.v12i1.8858
Göloğlu Demir, C., & Önal, N. (2021). The effect of technology-assisted and project-based learning approaches on students’ attitudes towards mathematics and their academic achievement. Education and Information Technologies, 26, 3375–3397. https://doi.org/10.1007/s10639-020-10398-8
Granello, F., Cuder, A., Doz, E., Pellizzoni, S., & Passolunghi, M. C. (2025). Improving math self-efficacy and math self-concept in middle school: A narrative systematic review. European Journal of Psychology of Education, 40(1), 1–25. https://doi.org/10.1007/s10212-025-00939-5
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, Article 101586. https://doi.org/10.1016/j.ijer.2020.101586
Juandi, D., Kusumah, Y. S., Tamur, M., Perbowo, K. S., & Wijaya, T. T. (2021). A meta-analysis of GeoGebra software decade of assisted mathematics learning: What to learn and where to go? Heliyon, 7(5), Article e06953. https://doi.org/10.1016/j.heliyon.2021.e06953
Khalil, M., Farooq, R. A., Çakıroğlu, E., Khalil, U., & Khan, D. M. (2018). The development of mathematical achievement in analytic geometry of grade-12 students through GeoGebra activities. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1453–1463. https://doi.org/10.29333/ejmste/83681
Macmull, M. S., & Ashkenazi, S. (2019). Math anxiety: The relationship between parenting style and math self-efficacy. Frontiers in Psychology, 10, Article 1721. https://doi.org/10.3389/fpsyg.2019.01721
Mirna, Z., Mailizar, M., & Elizar, E. (2025). Augmented reality-assisted project-based learning: Enhancing mathematical problem-solving skills and motivation in junior high school students. International Journal of Research in Education and Science, 11(3), 624–635. https://doi.org/10.46328/ijres.1306
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. National Council of Teachers of Mathematics.
OECD. (2024). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing.
Pólya, G. (1973). How to solve it: A new aspect of mathematical method (2nd ed.). Princeton University Press.
Rahmawati, L., & Cahyono, A. N. (2025). Mathematical problem-solving skills in view of self-efficacy in GeoGebra-assisted project-based learning. Kontinu: Jurnal Penelitian Didaktik Matematika, 9(1), 1–22.
Rijken, P. E., & Fraser, B. J. (2024). Effectiveness of project-based mathematics in first-year high school in terms of learning environment and student outcomes. Learning Environments Research, 27(2), 241–263. https://doi.org/10.1007/s10984-023-09477-7
Serin, H. (2019). Project based learning in mathematics context. International Journal of Social Sciences & Educational Studies, 5(3), 232–236. https://doi.org/10.23918/ijsses.v5i3p232
Street, K. E. S., Malmberg, L.-E., & Schukajlow, S. (2024). Students’ mathematics self-efficacy: A scoping review. ZDM–Mathematics Education, 56, 779–793. https://doi.org/10.1007/s11858-024-01548-0
Suherman, S., Prananda, M. R., Proboningrum, D. I., Pratama, E. R., Laksono, P., & Amiruddin, A. (2020). Improving higher order thinking skills (HOTS) with project based learning (PjBL) model assisted by GeoGebra. Journal of Physics: Conference Series, 1467(1), Article 012027. https://doi.org/10.1088/1742-6596/1467/1/012027
Surya, E., Putri, F. A., & Mukhtar, M. (2017). Improving mathematical problem-solving ability and self-confidence of high school students through contextual learning model. Journal on Mathematics Education, 8(1), 85–94. https://doi.org/10.22342/jme.8.1.3324.85-94
Wang, Y., Xie, B., Zhou, L., Wang, L., & Jin, H. (2025). The influence of learning interest on complex mathematical problem-solving ability: The mediating effect of classroom disruptive behavior and self-efficacy. Frontiers in Psychology, 16, Article 1638695. https://doi.org/10.3389/fpsyg.2025.1638695
Wassie, Y. A., & Zergaw, G. A. (2019). Some of the potential affordances, challenges and limitations of using GeoGebra in mathematics education. Eurasia Journal of Mathematics, Science and Technology Education, 15(8), Article em1734. https://doi.org/10.29333/ejmste/108436
Yang, Y., Maeda, Y., & Gentry, M. (2024). The relationship between mathematics self-efficacy and mathematics achievement: Multilevel analysis with NAEP 2019. Large-Scale Assessments in Education, 12, Article 16. https://doi.org/10.1186/s40536-024-00204-z
Zakariya, Y. F. (2022). Improving students’ mathematics self-efficacy: A systematic review of intervention studies. Frontiers in Psychology, 13, Article 986622. https://doi.org/10.3389/fpsyg.2022.986622
Zetriuslita, Z., Nofriyandi, N., & Istikomah, E. (2020). The increasing self-efficacy and self-regulated through GeoGebra based teaching reviewed from initial mathematical ability (IMA) level. International Journal of Instruction, 14(1), 587–598. https://doi.org/10.29333/iji.2021.14135a
Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: A meta-analysis study. Frontiers in Psychology, 14, Article 1202728. https://doi.org/10.3389/fpsyg.2023.1202728
Ziatdinov, R., & Valles, J. R. (2022). Synthesis of modeling, visualization, and programming in GeoGebra as an effective approach for teaching and learning STEM topics. Mathematics, 10(3), Article 398. https://doi.org/10.3390/math10030398
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
