Probit Regression Analysis in Estimating the Effect of  Learning Assisted by Cabri 3D on Students' Mathematical Understanding Ability

Marlena, Leni; Nugraheni, Esti Ambar

doi:10.24042/ajpm.v10i2.4729

Cited by 4 publications

(6 citation statements)

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“…It indicates that the distribution of effect size data in the funnel plot was symmetrical (Nugraha & Suparman, 2021;Nurjanah et al, 2020). Moreover, six documents reported that the use of Cabri 3D had a strong positive effect on the students' mathematical academic outcome (Adirakasiwi & Warmi, 2018;Hendriana et al, 2019;Kariadinata et al, 2019;Marlena & Nugrheni, 2019;Saumi & Amalia, 2018;Widiastuti & Kurniasih, 2021). However, two documents reported that the use of Cabri 3D had a weak positive effect on the students' mathematical academic outcomes (Ma'sum et al, 2016;Natalliasari & Mulyani, 2017).…”

Section: Discussionmentioning

confidence: 97%

“…The effectiveness of the Cabri 3D software for teaching geometry materials has been researched widely in Indonesia. Some studies revealed that Cabri 3D had a significant positive effect on the students' mathematical academic outcome (Adirakasiwi & Warmi, 2018;Hendriana et al, 2019;Kariadinata et al, 2019;Marlena & Nugrheni, 2019;Saumi & Amalia, 2018;Widiastuti & Kurniasih, 2021). Some studies, however, showed that Cabri 3D has an insignificant positive effect on the students' mathematical academic outcomes (Ma'sum et al, 2016;Natalliasari & Mulyani, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…These reports indicate an inconsistent impact of Cabri 3D software for teaching geometry material. Some reports showed that Cabri 3D substantially affected the students' mathematical academic outcomes (Adirakasiwi & Warmi, 2018;Hendriana et al, 2019;Kariadinata et al, 2019;Marlena & Nugrheni, 2019;Saumi & Amalia, 2018;Widiastuti & Kurniasih, 2021). Meanwhile, some other reports showed that Cabri 3D had a moderate effect on the students' mathematical academic outcomes (Adirakasiwi, 2016;Apriatna et al, 2020;Batubara & Sari, 2018;Nurjanah et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Is cabri 3d software effective for teaching geometry materials? A meta-analysis study in Indonesia

Suparman

2022

JASME

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This study aims to examine the effect of Cabri 3D software in teaching geometry material and explore some potential factors moderating the heterogeneity of students' mathematical academic outcomes. A meta-analysis by selecting the random effect model was employed in this study. The final literature search and selection process determined eight journal articles and six proceeding articles published from 2016 to 2021 and indexed by Scopus and Google Scholar. Numerical and categorical data of every document were extracted to a coding sheet. Data were analyzed by using the Z-test and the Q Cochran test. The tests were assisted by the Comprehensive Meta-Analysis (CMA) software. The result showed that the overall effect size of the Cabri 3D software in teaching geometry materials was g = 0,635. It meant that Cabri 3D software posed a moderately positive effect on students' mathematical learning outcomes in geometry learning. Moreover, Cabri 3D software was significantly effective for teaching geometry material. Some potential factors, such as education level, participant number, and treatment duration, did not moderate the heterogeneity of students' mathematical academic outcomes. This study suggests that mathematics teachers or lecturers utilize Cabri 3D software to teach geometry materials.

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Section: Discussionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Is cabri 3d software effective for teaching geometry materials? A meta-analysis study in Indonesia

Suparman

2022

JASME

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“…With a good understanding of mathematical concepts, students will easily remember, use, and rearrange a concept that has been learned and can solve various variations of mathematical problems. This indicates that understanding the mathematical concepts is important to be instilled in students as early as possible so that they can solve problems better (Prahmana, 2013;Marlena & Nugrheni, 2019;Tamur & Kurnila, 2014).…”

Section: Introductionmentioning

confidence: 99%

THE INFLUENCE OF CONCEPTUAL UNDERSTANDING PROCEDURES (CUPs) LEARNING MODELS CONCEPT OF UNDERSTANDING OF CONCEPT STUDENT MATH

Jehadus¹,

Tamur²,

Jelatu³

et al. 2020

J. Education. Experts

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Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan memahami konsep matematika yang diajarkan siswa menggunakan model pembelajaran Conceptual Understanding Procedures (CUPs) dengan kemampuan memahami konsep matematika yang diajarkan siswa dengan menggunakan model pembelajaran langsung pada siswa kelas VIII di SMPN 2 Langke Rembong. NTT, Indonesia. Quasi Experimental Research dengan desain Posttest-Only Control Group Design melibatkan siswa kelas 358 di SMP 2 Langke Rembong, yang berjumlah 355 orang. 65 anggota sampel dipilih menggunakan random sampling. Analisis data menggunakan statistik parametrik melalui uji-t yang didahului dengan melakukan uji prasyarat analisis. Perhitungan ukuran efek dilakukan untuk melihat seberapa besar pengaruh model pembelajaran CUP terhadap pemahaman siswa tentang konsep matematika menggunakan persamaan Hedges. Sebagai hasil analisis disimpulkan bahwa kemampuan untuk memahami konsep matematika siswa yang diajarkan menggunakan model pembelajaran CUP lebih baik daripada kemampuan untuk memahami konsep matematika siswa yang diajarkan menggunakan model pembelajaran langsung, pada tingkat signifikansi 0,05. Analisis lebih lanjut memperoleh ukuran efek 0, 53 yang menunjukkan bahwa efek CUPs pada kemampuan siswa untuk memahami konsep matematika berada dalam kategori sedang. Ini berarti bahwa penerapan model CUP tidak memiliki pengaruh besar pada kemampuan pemahaman konsep matematika siswa. Fakta ini memberikan pertimbangan bagi pendidik dan peneliti untuk mempertimbangkan variabilitas yang mungkin memediasi efek CUP pada kemampuan pemahaman konsep matematika siswa. 53 menunjukkan bahwa pengaruh CUPs pada kemampuan siswa untuk memahami konsep matematika berada dalam kategori sedang. Ini berarti bahwa penerapan model CUP tidak memiliki pengaruh besar pada kemampuan pemahaman konsep matematika siswa. Fakta ini memberikan pertimbangan bagi pendidik dan peneliti untuk mempertimbangkan variabilitas yang mungkin memediasi efek CUP pada kemampuan pemahaman konsep matematika siswa. 53 menunjukkan bahwa pengaruh CUPs pada kemampuan siswa untuk memahami konsep matematika berada dalam kategori sedang. Ini berarti bahwa penerapan model CUP tidak memiliki pengaruh besar pada kemampuan pemahaman konsep matematika siswa. Fakta ini memberikan pertimbangan bagi pendidik dan peneliti untuk mempertimbangkan variabilitas yang mungkin memediasi efek CUP pada kemampuan pemahaman konsep matematika siswa.

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“…pemahaman konsep matematis (Kusmaryono, 2014;Minarni et al, 2016;NCTM, 2000) yang merupakan bagian penting dalam proses pembelajaran matematika (Lambertus, 2016). Pemahaman matematis penting untuk ditanamkan kepada siswa untuk dapat menyelesaikan permasalahan dengan lebih baik (Dewimarni, 2017;Marlena & Nugraheni, 2019;Prahmana, 2013). Jelas bahwa kemampuan pemahaman matematis berkontribusi pada kesuksesan siswa.…”

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Meta-Analysis: Mengevaluasi Efektivitas Problem Based Learning Pada Kemampuan Pemahaman Matematis Siswa

Sari

Juandi

Tamur³

et al. 2021

J. Honai Math

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Problem-based learning (PBL) has been widely applied as a learning method in mathematics education. This meta-analysis study was conducted to summarize the evidence on the effectiveness of PBL on students' comprehension abilities. An associated database was searched for studies that met the inclusion criteria. The estimation method used a random-effect model with a 95% confidence interval (CI). The study analyzed 35 effect sizes from 22 primary studies published between 2011 and 2020, and for a total of 1993, students were included. The Comprehensive Meta-Analysis (CMA) program was used to assist the analysis. As a result of the study, the overall effect size was 0.790 (moderate effect) with a standard error of 0.181. Analysis of the study characteristics revealed that the application of PBL was more effective in the conditions of the sample size set by 1 - 30 students; lower level of education, and combined with the use of mathematics learning software. These findings become a consideration for mathematics education practitioners for the implementation of PBL in the future.

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Probit Regression Analysis in Estimating the Effect of Learning Assisted by Cabri 3D on Students' Mathematical Understanding Ability

Cited by 4 publications

References 15 publications

Is cabri 3d software effective for teaching geometry materials? A meta-analysis study in Indonesia

Is cabri 3d software effective for teaching geometry materials? A meta-analysis study in Indonesia

THE INFLUENCE OF CONCEPTUAL UNDERSTANDING PROCEDURES (CUPs) LEARNING MODELS CONCEPT OF UNDERSTANDING OF CONCEPT STUDENT MATH

Meta-Analysis: Mengevaluasi Efektivitas Problem Based Learning Pada Kemampuan Pemahaman Matematis Siswa

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