Mathematical conceptual understanding under geogebra-assisted MASTER learning: The role of students’ self-efficacy
DOI:
https://doi.org/10.33474/jpm.v12i2.25859Keywords:
GeoGebra, MASTER Learning, Mathematical Conceptual Understanding, Self EfficacyAbstract
This study examines differences in students’ mathematical conceptual understanding across instructional conditions, the role of self-efficacy in mathematical conceptual understanding, and the interaction between the GeoGebra assisted MASTER learning model and self-efficacy. The study used a quantitative, quasi-experimental design. The study population is all grade VIII students of Public Junior High School (SMP Negeri) 1 Bukit Kemuning. The sample comprised two experimental classes and one control class selected through cluster random sampling. Data were obtained using a mathematical conceptual understanding test and a self-efficacy questionnaire. The mathematical topic was circles. The intervention was conducted for five sessions in each class, with each session lasting 2 × 45 minutes. The data were first examined for normality and homogeneity before testing the hypotheses using two-way ANOVA in a 3 × 3 factorial design. The findings showed significant differences in students’ mathematical conceptual understanding across instructional conditions (p < .001). Self-efficacy was also significantly related to students’ mathematical conceptual understanding (p < .001). However, the interaction between the learning model and self-efficacy was not statistically significant (p = .170). Thus, the GeoGebra-assisted MASTER learning model may serve as an alternative instructional approach to support students’ mathematical conceptual understanding.
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