View of The effect of GeoGebra android on increasing mathematical understanding ability based on gender

DOI: 10.30738/union.v11i1.14462 © Author (s), 2023. Open Access

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The effect of GeoGebra android on increasing mathematical understanding ability based on gender

Rizki Dwi Siswanto *, Dadan Dasari, Agus Hendriyanto, Lukman Hakim Muhaimin, Rahmat Kusharyadi, Sani Sahara

Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, West Java, Indonesia

* Corresponding Author. Email: rizkids.mathematics@upi.edu Received: 2 March 2023; Revised: 17 April 2023; Accepted: 1 May 2023

Abstract: This study aims to describe the increase of students' mathematical understanding ability in learning the two-variable linear equation system (SPLDV) and the two-variable linear inequality system (SPTLDV) with Android GeoGebra media reviewed by gender. This experimental quasi research is one group pretest postest design. The sample in this study was a class XI of 32 students with Purposive Random Sampling techniques. Data collection in this study uses an instrument for a mathematical understanding ability test in the form of a description. The results of the study can be concluded in the learning of Android GeoGebra, the mathematical understanding of male students is significantly different from the mathematical understanding of female students. It means that in learning the Android GeoGebra Improvement of the Mathematical Understanding Ability of Male Students is greater than female students. Thus it can be concluded that in the learning of Android GeoGebra, an increase in the mathematical understanding of male students is better than female students.

Keywords: Android; Gender; GeoGebra; Mathematical understanding ability

How to cite: Siswanto, R. D., Dasari, D., Hendriyanto, A., Muhaimin, L. H., Kusharyadi, R., & Sahara, S.

(2023). The effect of GeoGebra android on increasing mathematical understanding ability based on gender. Union: Jurnal Ilmiah Pendidikan Matematika, 11(1), 160-166.

https://doi.org/10.30738/union.v11i1.14462

INTRODUCTION

Mathematics lessons emphasize concepts, so that in studying mathematics students must first understand mathematical concepts in order to be able to solve problems and be able to apply this learning in the real world and be able to develop mathematical abilities which are the goals of learning mathematics (Herawati, 2010; Zulkardi, 2003). When students study mathematics, the concepts used in mathematics are structured in such a way that they are interrelated and as a result, mathematical concepts make sense in relation to other relevant concepts and form the fundamental basis for mathematics (Mumcu & Aktürk, 2020). The ability to understand mathematics is one of the most important components that must be mastered by students to be able to solve problems that will be faced in the future (Auliya & Munasiah, 2016). This is the reference that the ability to understand mathematical concepts is one of the foundations of learning mathematics in schools. According to Permendiknas No. 22 of 2006 stated that one of the objectives of learning mathematics is to understand the basic concepts of mathematics, be able to explain relationships between concepts and apply concepts and algorithms efficiently, accurately, and precisely in solving mathematical problems (Ramadhina, et al., 2021). Based on this, the understanding of mathematical concepts is one of the important keys in every mathematics learning at school.

According to Polya (Banowati & Siswanto, 2023) mathematical understanding is divided into four levels, namely mechanical understanding, inductive understanding, rational understanding, and intuitive understanding. Mechanical understanding means understanding that is able to apply and memorize laws correctly. Inductive understanding is applying laws or formulas to simple cases and believing that laws or formulas can be applied to similar cases.

Rational understanding is able to prove the truth of the law or formula used. Intuitive understanding, namely being able to believe that the law is true without any doubt and can provide evidence of the prediction of its truth.

There are several indicators of understanding mathematical concepts. Indicators of the ability to understand mathematical concepts based on the 2006 Curriculum (Kesumawati, 2008), namely: 1) restating a concept; 2) classify objects according to certain characteristics (according to the concept); 3) provide examples and non-examples of the concept; 4) presenting concepts in various forms of mathematical representation; 5) develop necessary or sufficient conditions for a concept; 6) use, utilize, and select certain procedures or operations;

7) apply deep problem-solving concepts or algorithms. While the indicators of mathematical understanding put forward by NCTM (Banowati & Siswanto, 2023), namely: 1) define concepts verbally and in writing; 2) identify and create examples and non-examples; 3) using models, diagrams and symbols to represent a concept; 4) changing one form of representation to another form of representation; 5) get to know the various meanings and interpretations of concepts; and 6) identify the characteristics of a concept and recognize the conditions that determine a concept.

However, there are several problems in learning mathematics at school. First, one of the difficulties that students often face in learning mathematics at school is that students' understanding of mathematical concepts is not complete and precise (Ramadhina, et al., 2021).

If students cannot understand a mathematical concept, then the purpose of learning mathematics itself is hampered and students experience obstacles in every mathematics lesson (Banowati & Siswanto, 2023). Thus, when students experience obstacles in the ability to understand concepts, it can have an impact on the goals of mathematics education itself.

Second, there are several factors that cause students to experience difficulties when learning mathematics, one of which is the external factors and internal factors of the students themselves (Parawansa & Siswanto, 2021). External factors such as environmental factors where students are located, while the internal factors of the students themselves are differences in gender, psychological factors and factors of students' emotional levels (Annisa &

Siswanto, 2021; Maryanto & Siswanto, 2021). So based on these factors, teachers must be able to balance academic abilities and emotional abilities both in terms of skills, knowledge and mental differences in each student, especially in terms of gender differences (Yuberta, Setiawati, & Kurnia, 2020). In addition to these factors, students often find it difficult to learn mathematics because many students think that mathematics only discusses abstract matters and has an impact on students who feel afraid, confused, and difficult (Nurdin, et al., 2019).

Based on this, there are many factors that cause students to experience difficulties in learning mathematics at school.

Gender is one of the internal factors in the learning process. Gender is a certain characteristic or sign (property) that is related to a certain gender, both culture, custom, habit or psychology and not only based on biology (Pamungkas & Siswanto, 2021; Sumayanti &

Siswanto, 2021). From another definition, gender is an indicator of characteristics to differentiate between men and women when viewed from the socio-cultural aspect, the level of mental strength, psychology, and other non-biological factors (Marzuki, 2007). Gender itself is formed naturally by nature from the divine, while gender itself is equipment and behavior that can be formed from social processes so that it is not uncommon for the term gender to refer more to culture (culture) where problems and issues related to behavior often occur.

Behaviors, roles, rights, and functions that have been assigned to both women and men (Syaribulan & Nurdin, 2015).

Gender is a difference between women and men when viewed from the social and cultural structure of society but not from the biological aspects of humans (Putry, 2016). From the moment the child is born, it is recognized whether he is male or female when viewed from the genitals and at the same time given the duties and burdens of gender given from the culture and community environment (Ramadhina, et al., 2021). When viewed from the social sciences, gender is the relationship between women and men based on social characteristics which also include the division of labor, behavior, language, assumptions (perceptions), power relations that can differentiate between men and women (Putry, 2016). Based on various opinions, it can be concluded that gender is a special characteristic that distinguishes between men and women when viewed from various aspects not only from the biological aspect but there are various other factors, both from the socio-cultural aspect, psychology, mental strength, and other nonbiological factors. This is also supported by research results. The results showed that boys tend to use spatial abilities while girls use logical reasoning abilities. So research concludes that girls are superior in terms of conceptual understanding abilities than boys (Ramadhina, et al., 2021).

In addition to gender as an internal factor that influences students' comprehension abilities, external factors are in the form of material presentation models, teacher attitudes, learning atmosphere, and other external conditions (Siswanto, 2015). Therefore, in an effort to instill concepts, learning is not enough just to lecture, especially geometry material. Sabandar (Siswanto, 2014) explains that ideally in teaching geometry in schools it is necessary to provide adequate media so that students can observe, explore, try and find geometric principles through informal activities and then continue with formal activities and apply what is learned.

Meanwhile, according to Kusumah (Siswanto, 2016) because high-level concepts and skills that have a relationship between one element and another element are difficult to teach through books alone, learning mathematics will be faster if learning activities in the classroom are introduced to computers that are utilized. effectively.

According to Indrawati (Siswanto, 2015) learning will generally be more effective if it is carried out through learning that includes information processing clusters. Recognizing the condition of students who are very weak in understanding abilities based on some of this information, especially in geometry material, it is very important to explore and develop learning that can provide opportunities for students to develop or improve mathematical understanding abilities. One alternative that can stimulate students to learn independently and be more active in participating in learning activities is to use information technology that is currently developing. Along with the development of current technology, a type of teaching aids known as the concept of virtual teaching aids. This tool has the characteristics of semi- concrete objects and can be directly manipulated by students in learning activities. In this study, researchers tried to use GeoGebra Android.

There are several considerations regarding the use of dynamic geometry software such as GeoGebra Andorid in learning mathematics, especially geometry. According to David Wees (Siswanto & Kusumah, 2017) GeoGebra Andorid allows students to be active in building understanding of geometry. This program enables simple visualization of complex geometric concepts and helps increase students' understanding of those concepts. When students use dynamic geometry software such as GeoGebra Andorid, they will always end up with a deeper understanding of geometry material (Siswanto, 2015). This is possible because students are given a strong visual representation of geometric objects, where students are involved in construction activities that lead to a deep understanding of geometry. GeoGebra Andorid which is dynamic allows a lot of exploration to be done on a mathematical concept so that it can stimulate students' understanding.

Departing from this situation, the researcher conveyed the idea to carry out research to see the effect of GeoGebra Android on increasing the ability to understand mathematics based on gender. By using GeoGebra Andorid students can construct points, vectors, line segments, lines, planes, shapes, functions and so on. Then it can help students to visualize line shapes and

equations in linear program material, especially the two-variable linear equation system (SPLDV) and systems two-variable linear inequality (SPtLDV) so that it affects students' mathematical understanding abilities.

METHOD

This study used a quasi-experimental type with the research design used was one group pretest-posttest design, where the research was carried out in only one group called the experimental group (which was selected randomly, and no group stability and clarity tests were carried out before being given treatment) and without There is no comparison group or control group. The research design of one group pretest-posttest design was measured using a pretest which was carried out before being given treatment and a posttest which was carried out after being given treatment. After the pretest data and posttest data are collected, the data will be compiled, processed, and analyzed using descriptive statistics to find out the results of the research treatment that has been carried out. The processed data are normalized gain and gain scores. The sample of this research is one class selected by purposive random sampling from the entire population.

RESULTS AND DISCUSSION

The results of the mathematical understanding ability test consist of pretest and posttest scores. To find out the increase in students' mathematical understanding abilities in learning GeoGebra Android, it can be seen from gender which is calculated based on the normalized gain formulated by Hake (1999).

The ability of male and female students' mathematical understanding before and after the GeoGebra Android learning treatment was seen from the pretest and posttest scores. The pretest score is the initial score before being given android GeoGebra learning and the posttest score is the final score after being given android GeoGebra learning. Based on data processing from pretest, posttest and N-Gain scores on the aspect being measured, namely students' mathematical understanding abilities, the maximum score (Xmax), minimum score (Xmin), average score (X ) and standard deviation (Ds) are obtained. Complete data can be seen in Table 1.

Table 1. Data on Students' Mathematical Understanding Ability Based on Gender Gender Data n Xmin Xmaks X ^Ds Achievement (%) Male

Pretest 16 10 14 12,01 1,59 42,89 Posttest 16 21 26 23,83 1,60 85,14 N-Gain 16 0,61 0,85 0,73 0,13 73,92 Female

Pretest 16 11 13 12,14 1,25 43,35 Posttest 16 18 22 20,36 1,92 72.71 N-Gain 16 0,41 0,60 0,51 0,17 51,82 Skor Max = 28

N-Gain data analysis was carried out to find out the difference in increasing the mathematical understanding abilities of male and female students in learning GeoGebra android. N-Gain data analysis was performed using the mean difference test. Before the data were analyzed, a statistical analysis prerequisite test was carried out, namely the normality test.

Testing the normality of the N-Gain data for mathematical comprehension ability is calculated using the Shapiro Wilk test with the help of SPSS 20 software. The results of the calculation and normality test for the N-Gain data for male and female students' mathematical understanding abilities can be seen in Table 2.

From Table 2 it can be seen that the N-Gain score on male students' mathematical understanding abilities in learning GeoGebra android obtains a significance value less than = 0.05 meaning that H0 is rejected, in other words the N-Gain score data for male students is not

distributed normal. For female students in learning GeoGebra Android, a significance value is greater than = 0.05, which means that H0 is accepted, in other words, the N-Gain score data for female students is normally distributed.

Table 2. N-Gain Data Normality Test Results

Gender Shapiro-Wilk Conclusion

Statistic Df Sig.

Male 0,880 16 0,003 H0 is rejected Female 0,938 16 0,082 H0 is accepted

Because one of the genders comes from a population that is not normally distributed, then a non-parametric test is used, namely the Mann-Whitney to find out the significance of the difference in achievement of the N-Gain data in the ability of mathematical understanding between the two genders in learning GeoGebra android using SPSS 25 software. Calculation and testing of differences in N-Gain data rankings in the mathematical understanding abilities of male and female students can be seen in Table 3.

Table 3. N-Gain Data Rating Difference Test Results Mathematical Understanding Ability Data Mann-Whitney U

Sig. (2-tailed) Conclusion

N-Gain 0,000 H0 is rejected

Based on Table 3, the results of the N-Gain data ranking difference test in the mathematical understanding abilities of male and female students with Mann Whitney obtaining a significance value of 0.000, then H0 is rejected. It can be concluded that in GeoGebra android learning the mathematical understanding abilities of male students are significantly different from the mathematical understanding abilities of female students. Furthermore, based on Table 1, it can be seen that in learning GeoGebra android the increase in the ability of mathematical understanding of male students is greater than that of female students, thus it can be concluded that in learning GeoGebra android the improvement in the ability of mathematical understanding of male students is better than that of female students.

Learning activities with GeoGebra Android were carried out for 7 meetings on linear program material, namely the two-variable linear equation system (SPLDV) and the two- variable linear inequality system (SPtLDV). The teacher divides students into groups, where each group has 2 members of the same gender. In class learning activities, students are trained to use the Android GeoGebra media to improve their mathematical understanding skills through student worksheet activities (LKS).

Based on Table 4 it can be seen that the average mathematical understanding ability of male students is higher than that of female students. In addition to measuring the overall average, the researcher also measured the percentage of indicators of the mathematical understanding ability of male and female students. The following is a comparison of the percentage of male and female students' mathematical understanding ability tests after the treatment of GeoGebra android learning on linear programming material.

Table 4. Percentage of Students' Mathematical Understanding Ability Indicators After Treatment No Indicators of Mathematical Understanding Ability Male Female

1 Restating a concept 79,05% 67,40%

2 Classify objects according to certain properties (according to the concept) 86,07% 74,63%

3 Give examples and non-examples of a concept 90,17% 93,38%

4 Presenting concepts in various forms of mathematical representation 73,21% 54,41%

5 Develop necessary or sufficient conditions of the concept 81,19% 66,91%

6 Using, utilizing, and selecting certain procedures or operations 92,86% 76,22%

7 Applying concepts or algorithms in problem solving 92,86% 76,22%

Average 85,14% 72,74%

Based on Table 4 it can be concluded that in learning GeoGebra android the improvement (attainment) of male students' mathematical understanding abilities is better than female students in almost all indicators.

ICT in Education is a learning innovation to foster student enthusiasm and motivation while also helping teachers in the teaching process so that learning becomes practical and effective (Guma et al., 2013; Muhaimin & Dasari, 2022; Zakaria & Khalid, 2016). This statement aligns with the research results, which found that using GeoGebra in learning can help students' mathematical understanding. In their research, Hermawan et al. (2022) also show that using GeoGebra in learning mathematics increases interest and motivation to learn, so learning outcomes in mathematics also increase. Alkhateeb & Al-Duwairi (2019) revealed that abstract mathematics material requires teaching aids or learning media like GeoGebra to bridge students' contextual thinking.

In the media application, male students are often more enthusiastic about learning when ICT is integrated (Friantini & Winata, 2020). This phenomenon is directly proportional to the study's results, that male students were more enthusiastic about learning to use GeoGebra, which increased their mathematical understanding better than female students. It is because male students prefer new things. Moreover, these new things are exciting and have never been found before (Carper, 2017). These conditions make male students more enthusiastic about learning, so male students' understanding is better than female students. Septian and Monariska (2021) also revealed that this GeoGebra makes learning conditions fun, so students are motivated to learn.

CONCLUSION

This research can be concluded in learning GeoGebra android, the ability of male students' mathematical understanding is significantly different from the ability of female students' mathematical understanding. This means that in learning GeoGebra android the increase in the mathematical understanding ability of male students is greater than that of female students.

Thus it can be concluded that in learning GeoGebra android, the increase in the mathematical understanding ability of male students is better than that of female students.

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