PENERAPAN MODEL INQUIRY LEARNING BERBASIS MATHIGON TERHADAP KEMAMPUAN PEMAHAMAN MATEMATIS

Sunata, Rina Indriani, Dahlia Fisher

Abstract

The low level of understanding of the formulas for the areas of two-dimensional shapes is a fundamental problem among students who are prospective teachers. This study aims to: 1) describe the learning process using the Mathigon-based Inquiry based on Mathigon and conventional learning, 2) determine the difference in average conceptual understanding ability, 3) measure the extent of the influence of the Mathigon-based Inquiry Learning model, and 4) test the improvement in mathematical conceptual understanding. The method used was a quasi-experimental study with a pretest-posttest nonequivalent control group design. The sample consisted of 70 students (semester 4A experimental, 4B control). Instruments included observation, documentation, and interviews. Data analysis was performed using IBM SPSS Statistics 29. The results of the study showed that the experimental class implemented the Mathigon-based Inquiry Learning model, while the control class used conventional learning. Students in the experimental class demonstrated more optimal conceptual understanding, were more active, more willing to express opinions, and more enthusiastic. The use of the Mathigon platform aided understanding through practical application on the Mathigon platform. Observation results for the experimental class were 92%, and for the control class 85.5%. Normality and homogeneity tests for the pretest-posttest of both classes were normal and homogeneous. The Independent Sample t-Test for the posttest in the experimental class yielded a value of 0.001 < 0.05. Cohen’s effect size was 3.155 (very large category). The N-Gain value for the experimental class was 89%, and for the control class, 57%. Both classes experienced an increase.