The Effect of GeoGebra Assisted STAD Cooperative Model on Increasing Students Geometry Reasoning Ability Based on Levels of Mathematics Learning Motivation
Rahmat (a*), Fahinu (a), Era Maryanti (a), Sayahdin Alfat (b)
a) Mathematics Education, Faculty of Teacher Training and Education, Universitas Halu OLeo, Kendari, Indonesia *rahmat_lison[at]uho.ac.id
b) Phisics Education, Faculty of Teacher Training and Education, Universitas Halu OLeo, Kendari, Indonesia
Abstract
This study aims to analyze the improvement of geometric reasoning abilities of students of SMA Negeri 1 Sampara, Konawe Regency, Southeast Sulawesi, Indonesia. Here, we compare three models of learning; (1) GeoGebra assisted STAD cooperative model; (2) a model of the STAD cooperative without assistance from GeoGebra; and (3) direct learning models. This study was applied to three different classes, where each class consisted of high, medium and low motivation students. Data collection was done by giving a mathematics learning motivation questionnaire and giving a test of students geometric reasoning abilities. Meanwhile, the data analysis technique uses inferential statistics to test normal assumptions and homogeneity and hypothesis testing using the One-Way ANOVA Test. Based on the results of the study showed that the effect of using the STAD type cooperative learning model with the help of GeoGebra was higher when compared to the other two models. That difference occurs at all levels of motivation. On the other hand, the STAD model without GeoGebra only affects high and moderate motivation students. Meanwhile, low motivation students did not show significant differences with the direct learning model.
Keywords: Geometry Reasoning, Mathematics Learning Motivation, STAD Learning assisted by GeoGebra, STAD Learning without GeoGebra and Direct Learning.
Topic: Mathematics Education