Studi Implementasi GeoGebra dan Blok Manipulatif sebagai Representasi Visual dan Konkret dalam Pembelajaran Pecahan
DOI:
10.29303/jm.v7i2.9498Published:
2025-06-30Downloads
Abstract
Difficulties in understanding fraction concepts remain a significant challenge for elementary school students, primarily due to limitations in connecting abstract ideas with concrete experiences. This study aims to examine the implementation of GeoGebra and manipulatives blocks as visual and concrete representations in teaching fractions at SD Negeri 35 Ampenan. Employing a case study approach, the research involved 25 fourth-grade students as participants. Data were collected through observations, written tests, in-depth interviews, and documentation. The findings reveal: (1) an improvement in learning outcomes, indicated by an increase in average test scores from 72.2 (using manipulatives blocks) to 78.4 (using GeoGebra), representing an 8.6% gain; and (2) interviews with three students of varying ability levels suggested that concrete media (manipulatives blocks) were more effective for students with lower mathematical ability, while GeoGebra was preferred by students with stronger visual and conceptual skills. These findings suggest that the use of multiple representations can bridge understanding gaps and provide a more adaptive learning experience, particularly in teaching fractions. The study recommends integrating both visual and concrete media into mathematics instruction to enhance instructional effectiveness and strengthen student engagement.
Keywords:
visual representation concrete representation GeoGebra manipulative blocks fraction learningReferences
Ahmad, S., & Siller, H. S. (2024). Investigating the effect of manipulatives on mathematics achievement: The role of concrete and virtual manipulatives for diverse achievement level groups. Journal on Mathematics Education, 15(3), 979–1002. https://doi.org/10.22342/jme.v15i3.pp979-1002
Ardina, F. N., Fajriyah, K., & Budiman, M. A. (2019). Keefektifan Model Realistic Mathematic Education berbantu Media Manipulatif terhadap Hasil Belajar Matematika pada Materi Operasi Pecahan. Jurnal Pedagogi Dan Pembelajaran, 2(2), 151–158. https://doi.org/10.23887/jp2.v2i2.17902
Bailey, D. H., Siegler, R. S., & Geary, D. C. (2014). Early predictors of middle school fraction knowledge. Developmental Science, 17(5), 775–785. https://doi.org/10.1111/desc.12155
Bayu Rahadian, R. (2020). The Use of Fractional Blocks to Improve Mathematics for Second Grade Elementary School Students at South Bangka Indonesia. In International Journal of Innovative Science and Research Technology (Vol. 5). www.ijisrt.com189
Birgin, O., & Uzun Yazıcı, K. (2021). The effect of GeoGebra software–supported mathematics instruction on eighth-grade students’ conceptual understanding and retention. Journal of Computer Assisted Learning, 37(4), 925–939. https://doi.org/10.1111/jcal.12532
Digital, R., Rowan, W., Works, D., & Gaetano, J. (2014). The effectiveness of using manipulatives to teach fractions.
Gauvain, M. (2020). Vygotsky’s Sociocultural Theory. In Encyclopedia of Infant and Early Childhood Development (pp. 446–454). Elsevier. https://doi.org/10.1016/B978-0-12-809324-5.23569-4
Hatip, A., & Setiawan, W. (2021). Teori kognitif bruner dalam pembelajaran matematika. PHI: Jurnal Pendidikan Matematika, 5(2), 87–97. https://doi.org/10.33087/phi.v5i2.141
Hidayah, I., & Prayoga, R. A. (2021). Students’ attitude towards mathematics in discovery learning using concrete and virtual manipulative. Journal of Physics: Conference Series, 1918(4), 042148. https://doi.org/10.1088/1742-6596/1918/4/042148
Jitendra, A. K., Dougherty, B., Sanchez, V., & Suchilt, L. (2022). Using Multiple Representations to Foster Multiplicative Reasoning in Students With Mathematics Learning Disabilities. Teaching Exceptional Children. https://doi.org/10.1177/00400599221115627
Mahayukti, G. A., Sukajaya, N., Gst, I., & Sudiarta, P. (2022). Penyegaran Materi Ajar Pecahan dan Pendampingan Penggunaan Geogebra Bagi Guru SD Di Desa Gubug Tabanan. In Jurnal Widya Laksana (Vol. 11, Issue 1). https://doi.org/10.23887/jwl.v11i1.38940
Miles, M. B. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks.
Nabilah, E., & Umam, K. (2021). Hubungan kecemasan matematika dan digital storytelling terhadap math literacy pada siswa sekolah menengah pertama dalam pembelajaran matematika pada kelas virtual. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(3), 2152–2163.
Prosser, S. K., & Bismarck, S. F. (2023). Concrete–Representational–Abstract (CRA) Instructional Approach in an Algebra I Inclusion Class: Knowledge Retention Versus Students’ Perception. Education Sciences, 13(10), 1061. https://doi.org/10.3390/educsci13101061
Saputra, H. (2024). Perkembangan Berpikir Matematis Pada Anak Usia Sekolah Dasar. JEMARI (Jurnal Edukasi Madrasah Ibtidaiyah), 6(2), 53–64.
Siller, H.-S., & Ahmad, S. (2024). The Effect of Concrete and Virtual Manipulative Blended Instruction on Mathematical Achievement for Elementary School Students. Canadian Journal of Science, Mathematics and Technology Education, 24(2), 229–266. https://doi.org/10.1007/s42330-024-00336-y
Suparman, S., Marasabessy, R., & Helsa, Y. (2024). Fostering spatial visualization in GeoGebra-assisted geometry lesson: A systematic review and meta-analysis. Eurasia Journal of Mathematics, Science and Technology Education, 20(9), em2509. https://doi.org/10.29333/ejmste/15170
Susilawati, S., & Gunawan, R. N. (2024). The Role of Multimedia Learning in Reducing Math Anxiety to Improve Students’ Mathematical Abilities. Sora Journal of Mathematics Education, 5(2), 91–96. https://doi.org/10.30598/sora.5.2.91-96
Wardani, H. K. (2022). Pemikiran Teori Kognitif Piaget Di Sekolah Dasar. Khazanah Pendidikan, 16(1), 7–19. https://doi.org/10.30595/jkp.v16i1.12251
Widyastiti, M., Yanti, Y., Sumarsa, A., & Durrotul Faizah, L. (2024). Utilization of Geogebra Application as Learning Media in Learning The Three-Dimensional to Increase Students’ Interest in Learning. Hipotenusa: Journal of Mathematical Society, 6(1), 1–11. https://doi.org/10.18326/hipotenusa.v6i1.815
Yanti, E. (2018). Peningkatan aktivitas dan hasil belajar tentang pecahan dengan menggunakan media manipulatif dari kertas siswa sekolah dasar. Jurnal EDUCATIO: Jurnal Pendidikan Indonesia, 4(1), 31. https://doi.org/10.29210/120182135
Zhang, Y., Wang, P., Jia, W., Zhang, A., & Chen, G. (2025). Dynamic visualization by GeoGebra for mathematics learning: a meta-analysis of 20 years of research. Journal of Research on Technology in Education, 57(2), 437–458. https://doi.org/10.1080/15391523.2023.2250886
License
Copyright (c) 2025 Ratna Yulis Tyaningsih, Nilza Humaira Salsabila, Tabita Wahyu Triutami
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
