THE EFFECT OF IMPLEMENTING THE DISCOVERY LEARNING MODEL ASSISTED BY GEOGEBRA ON THE MATHEMATICAL CONCEPTUAL UNDERSTANDING OF GRADE IX STUDENTS AT SMPN 24 PADANG
Ghina Luthfia Alfarisa, Yerizon Yerizon, Armiati Armiati, Yarman Yarman
Source abstract
Mathematical concept understanding is one of the fundamental competencies students must master in learning mathematics, particularly as a foundation for developing other mathematical abilities such as problem solving, reasoning, and communication. However, the mathematical concept understanding of ninth-grade students at SMPN 24 Padang has not yet reached an optimal level, particularly on the topic of geometric transformation, which requires accuracy in understanding visual representation and spatial relationships. This study aimed to determine whether the mathematical concept understanding of students who learned using the Discovery Learning model assisted by GeoGebra was better than that of students who learned through the conventional model. This study was a quasi-experimental study employing a Nonequivalent Posttest-Only Control Group Design. The population consisted of ninth-grade students of SMPN 24 Padang in the 2026/2027 academic year, with class IX.A as the experimental class and class IX.E as the control class, selected through simple random sampling. Data were collected through a final test of mathematical concept understanding covering eight indicators and analyzed using the Mann-Whitney test. The results showed that the average score of the experimental class (82.14) was higher than that of the control class (70.87), with a P-value of 0.001 < 0.05. Therefore, the Discovery Learning model assisted by GeoGebra had a positive effect on students' mathematical concept understanding.
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