Pengaruh Penerapan Model Pembelajaran Problem Based Learning Berbantuan Media Educaplay Terhadap Kemampuan Pemahaman Konsep Matematis Pada Siswa Sekolah Dasar

Abstract

An understanding of mathematical concepts serves as a crucial foundation for students to connect mathematical ideas and apply them to problem-solving. This study aims to examine changes in the mathematical conceptual understanding of fourth-grade students following instruction that utilized the Problem-Based Learning (PBL) model supported by Educaplay, and to compare these results with those of a control group. The study employs a quantitative approach with a quasi-experimental, non-equivalent control group design. The sample consists of 52 students: 26 in the experimental group and 26 in the control group. Data were collected via an essay-based test comprising seven questions, with a maximum possible score of 28. The test was developed based on indicators such as restating concepts, distinguishing between examples and non-examples, utilizing mathematical representations, applying procedures, and employing concepts in problem-solving. In the experimental group, a paired-samples test revealed a significant difference between pretest and posttest scores (p < 0.001). An R² value of 0.505 was reported for the simple regression model; this value represents the proportion of the variance in scores explained by the model, rather than a direct percentage improvement in ability. However, results from within a single group are insufficient to conclude that the intervention is more effective than the instruction provided to the control group. Therefore, comparative conclusions must be drawn from an analysis of intergroup differences such as comparing score changes or using ANCOVA once the complete descriptive statistics for both groups are available. These preliminary findings indicate a change within the experimental group, though they should be interpreted with careful consideration of the study's design, instruments, and sample limitations.