The Impact of GeoGebra-Based Instruction on Students’ Conceptual Understanding of Functions

Abstract

This study aims to investigate the effect of GeoGebra-based learning media on students’ conceptual understanding of functions. The research employed a quantitative approach using a quasi-experimental design with a non-equivalent control group. The participants were Grade VII students at RA Rur Rahmah Jember, consisting of 60 students divided into an experimental group and a control group, each comprising 30 students. The experimental group was taught using GeoGebra, while the control group received conventional instruction. The research instrument was a conceptual understanding test covering indicators such as interpreting graphs, determining domain and range, and connecting algebraic and graphical representations. Data were collected through pre-test and post-test and analyzed using descriptive and inferential statistics. The results showed that the mean score of the experimental group increased from 58.20 to 82.45, while the control group increased from 57.85 to 70.30. The results of the independent samples t-test indicated a significance value of 0.000 (p < 0.05), which means that there is a significant difference between the two groups. Furthermore, the effect size analysis yielded a Cohen’s d value of 0.85, indicating a large effect. The normality and homogeneity tests confirmed that the data met the assumptions for parametric testing. These findings suggest that GeoGebra-based learning media is effective in improving students’ conceptual understanding of functions. The use of dynamic visualization and interactive learning supports students in constructing deeper mathematical understanding and enhances their engagement in the learning process.