Efektivitas Model Discovery Learning Berbantuan Geogebra Untuk Meningkatkan Pemahaman Konsep Persamaan Garis Lurus Siswa SMP

Abstract

This This study was motivated by students’ low conceptual understanding of straight-line equations, which is often caused by teacher-centered learning that emphasizes procedural knowledge rather than conceptual understanding. The study aimed to determine the effectiveness of the GeoGebra-assisted Discovery Learning model in improving junior high school students’ understanding of straight-line equations and to examine their responses to the learning process. This research employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of 60 eighth-grade students of UPTD SMPN 2 Burneh in the 2025/2026 academic year, divided into an experimental class and a control class with 30 students each. The research instruments included a mathematical conceptual understanding test and a student response questionnaire. Data were analyzed using the N-Gain test, the Shapiro-Wilk normality test, the Wilcoxon Signed-Rank Test, the Paired Samples t-test, the Mann-Whitney U test, and descriptive quantitative analysis. The results showed that the experimental class achieved a higher average N-Gain (0.61) than the control class (0.50). The Mann-Whitney U test yielded an Asymp. Sig. (2-tailed) value of 0.002 (<0.05), indicating a significant difference between the two classes. Furthermore, students' responses reached an average percentage of 84.38%, categorized as Very Good. Therefore, the GeoGebra-assisted Discovery Learning model was effective in improving students’ conceptual understanding of straight-line equations.