Comparative Study of GeoGebra-Based Learning and Physical Manipulatives on Students^ Conceptual Understanding and Learning Motivation in Geometry at Elementary School Nia Jusniani
Universitas Terbuka
Abstract
The integration of technology in mathematics education has attracted increasing scholarly attention- however, empirical evidence comparing digital tools with physical manipulatives in elementary geometry instruction remains limited. This study examines the comparative effectiveness of GeoGebra-based learning and physical manipulatives on Grade IV students^ conceptual understanding and learning motivation at SD IC, Cianjur Regency, Indonesia. A quasi-experimental pretest-posttest design was employed involving 70 students divided equally into experimental and control groups. Results revealed that the GeoGebra group achieved significantly higher conceptual understanding scores (M = 82.4, SD = 7.3) than the physical manipulatives group (M = 74.1, SD = 8.1), t(58) = 4.32, p < .001, Cohen^s d = 1.08, with a higher normalized gain (0.68 vs. 0.49). Learning motivation also differed significantly in favor of GeoGebra (M = 84.2 vs. 76.5), t(58) = 3.87, p < .01, Cohen^s d = 0.93. These findings suggest that GeoGebra, delivered via LCD projector, effectively supports geometry learning in resource-constrained elementary settings.
