Mathematical representation ability through geogebra-assisted project-based learning models

Abstract

The purpose of this study is to analyse the achievement, improvement, and achievement of indicators of mathematical representation ability between students who obtain a project-based learning model assisted by GeoGebra and students who get a project-based learning model. The research method used in this study is quasi-experimental with a non-equivalent comparison group design. The subjects in this study were students of the Department of Mathematics Education in the second semester of the academic year 2018-2019 at Universitas Suryakancana. The research instrument used was a mathematical representation ability test and the Group Embedded Numbers Test (GEFT). Analysis of the data used is the normality test, the Mann Whitney test, and the percentage of achievement indicators. As a result, the achievement and improvement of the mathematical representation ability of students who obtained a project-based learning model assisted by GeoGebra were better than students who obtained a project-based learning model, the achievement of the mathematical representation ability of students in the experimental group were good categorized, the control group was categorized sufficiently, the experimental group with field-independent and field-dependent cognitive style were categorized as good, the control group with field-independent and field-dependent cognitive styles was considered sufficient.