APPLICATION OF PROJECT-BASED LEARNING ASSISTED BY MICROSOFT MATHEMATICS TO IMPROVE STUDENTS' MATHEMATICAL REPRESENTATION ABILITY

Dayana Sabila Husain(1*), Rafika Meiliati(2), Nuralda Nuralda(3), Aswin Aswin(4), Achmad Salido(5),

(1) Universitas Sembilanbelas November Kolaka
(2) Universitas Sembilanbelas November Kolaka
(3) Universitas Sembilanbelas November Kolaka
(4) Universitas Sembilanbelas November Kolaka
(5) Universitas Sembilanbelas November Kolaka
(*) Corresponding Author


Abstract


This study examined the effect of Project-based Learning (PjBL) assisted by Microsoft Mathematics on students’ mathematical representation ability. A quasi-experimental design with a posttest-only control group was employed in two tenth-grade classes at a senior high school in Kolaka Regency. The experimental group received PjBL with Microsoft Mathematics, while the control group was taught conventionally. Data were collected through a representation test, a questionnaire, and an observation sheet, and analyzed using both descriptive and inferential statistics. Results showed that the experimental group achieved a significantly higher mean score (81.17) than the control group (60.19), with a mean difference of 20.99 points (p < 0.05). The questionnaire findings revealed very positive student perceptions, indicating that Microsoft Mathematics was easy to use, helpful in understanding concepts, and improved problem-solving skills, while also fostering interest and independence. Observation confirmed that PjBL was implemented effectively: teachers provided clear guidance, students designed projects, collaborated, and presented outcomes through various representations using Microsoft Mathematics. These findings demonstrate that combining PjBL with technology strengthens students’ mathematical representation ability and enriches learning. The study implies that technology-supported project learning can serve as an effective model for promoting meaningful, engaging, and skill-oriented mathematics education in secondary schools.


Penelitian ini mengkaji pengaruh Project-based Learning (PjBL) berbantuan Microsoft Mathematics terhadap kemampuan representasi matematis siswa. Desain penelitian yang digunakan adalah kuasi-eksperimen dengan kelompok kontrol posttest-only pada dua kelas X di salah satu SMA di Kabupaten Kolaka. Kelompok eksperimen mendapatkan pembelajaran PjBL dengan Microsoft Mathematics, sedangkan kelompok kontrol diajar secara konvensional. Data dikumpulkan melalui tes representasi, angket, dan lembar observasi, kemudian dianalisis dengan statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa kelompok eksperimen memperoleh skor rata-rata yang secara signifikan lebih tinggi (81,17) dibandingkan kelompok kontrol (60,19), dengan selisih rata-rata 20,99 poin (p < 0,05). Temuan angket menunjukkan persepsi siswa yang sangat positif, bahwa Microsoft Mathematics mudah digunakan, membantu dalam memahami konsep, meningkatkan keterampilan pemecahan masalah, sekaligus menumbuhkan minat dan kemandirian. Hasil observasi menegaskan bahwa PjBL terlaksana secara efektif: guru memberikan arahan yang jelas, siswa merancang proyek, berkolaborasi, serta mempresentasikan hasil melalui berbagai bentuk representasi dengan Microsoft Mathematics. Temuan ini menunjukkan bahwa menggabungkan PjBL dengan teknologi dapat memperkuat kemampuan representasi matematis siswa dan memperkaya pembelajaran. Penelitian ini menyiratkan bahwa pembelajaran berbasis proyek yang didukung teknologi dapat menjadi model efektif untuk mendorong pendidikan matematika yang bermakna, menarik, dan berorientasi pada keterampilan di sekolah menengah.


Keywords


Mathematical Representation; Microsoft Mathematics; Project-Based Learning; Senior High School; Technology-Assisted Learning

Full Text:

PDF

References


Andrà, C., Lindström, P., Arzarello, F., Holmqvist, K., Robutti, O., Sabena, C., Bach, C. C., Bergqvist, E., Jankvist, U. T., Badillo Jiménez, E. R., Font, V., Edo, M., Carlson, N. L., Ming, V. L., DeWeese, M. R., Moleko, M. M., Mpalami, N., Morales, H., Chval, K. B., … Pizzi, T. G. (2024). Reading Mathematics Representations: An Eye-Tracking Study. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s11858-024-01575-x

Badjeber, R., & Purwaningrum, J. P. (2018). Pengembangan higher order thinking skills. Jurnal Pendidikan Dan Pembelajaran, 1(1), 36–43.

Bagus, C. (2018). Analisis Kemampuan Representasi Matematis Siswa Dalam Menyelesaikan Soal Lingkaran Pada Kelas VII-B Mts Assyafi’iyah Gondang. Suska Journal of Mathematics Education, 4(2), 115. https://doi.org/10.24014/sjme.v4i2.5234

Barroso, L. R., Nite, S. B., Morgan, J. R., Bicer, A., Capraro, R. M., & Capraro, M. M. (2016). Using the engineering design process as the structure for project-based learning: An informal STEM activity on bridge-building. 2016 IEEE Integrated STEM Education Conference (ISEC), 249–256. https://doi.org/10.1109/ISECon.2016.7457542

Burrill, G. (2017). Designing Interactive Dynamic Technology Activities to Support the Development of Conceptual Understanding. In A. Leung & A. Baccaglini-Frank (Eds.), Digital Technologies in Designing Mathematics Education Tasks: Potential and Pitfalls (pp. 303–328). Springer International Publishing. https://doi.org/10.1007/978-3-319-43423-0_15

Evans, R., Friedman, J., McGrath, L., Myers, P., & Ruiz, A. (2018). Math Path: Encouraging Female Students in Mathematics Through Project-Based Learning. PRIMUS, 28(4), 287–299. https://doi.org/10.1080/10511970.2017.1339154

Hakim, L., Sulatri, Y., Mudrikah, A., & Ahmatika, D. (2019). STEM Project-Based Learning Models in Learning Mathematics to Develop 21st Century Skills. Proceedings of the International Conference of Science and Technology for the Internet of Things. https://doi.org/10.4108/eai.19-10-2018.2281357

Hanifah, N., Koeswanti, H. D., & Sadono, T. (2021). Penerapan Model Project Based Learning guna Meningkatkan Keterampilan Representasi Matematis Peserta Didik Kelas IV. Jurnal Ilmiah Profesi Pendidikan, 6(1), 54–59. https://doi.org/10.29303/jipp.v6i1.147

Hutagaol, K. (2013). Pembelajaran Kontekstual untuk Meningkatkan Kemampuan Representasi Matematis Siswa Sekolah Menengah Pertama. Infinity Journal, 2(1), 85. https://doi.org/10.22460/infinity.v2i1.27

Ilma, Z. A., & Turmudi, T. (2021). Optimalisasi Kemampuan Representasi Matematis Siswa Melalui Project-Based Learning Berbantuan Software Geogebra. Judika (Jurnal Pendidikan Unsika), 9(2), 163–180. https://doi.org/10.35706/judika.v9i2.5496

Ingulfsen, L., Furberg, A., & Knain, E. (2023). The role of teacher support in students’ engagement with representational construction. In Cultural Studies of Science Education (Vol. 18, Issue 4). Springer Netherlands. https://doi.org/10.1007/s11422-023-10193-0

Jaafar, N. A., Nor, S. R. M., Norrulashikin, S. M., Kamisan, N. A. B., & Mohamad, A. Q. (2022). Increase students’ understanding of mathematics learning using the technology-based learning. International Journal of Advanced Research in Future Ready Learning and Education, 28(1), 24–29. https://doi.org/10.37934/frle.28.1.2429

Jailani, J., Retnawati, H., Apino, E., & Santoso, A. (2020). High School Students’ Difficulties in Making Mathematical Connections when Solving Problems. International Journal of Learning, Teaching and Educational Research, 19(8), 255–277. https://doi.org/10.26803/ijlter.19.8.14

Jiménez-Gaona, Y., & Vivanco-Galván, O. (2024). Biotechnology project-based learning encourages learning and mathematics application. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1364640

Lutfi, J. S., & Khusna, H. (2021). Analisis Kemampuan Representasi Matematis Siswa berdasarkan Tingkat Motivasi Belajar pada Pandemi Covid-19. Jurnal Cendekia : Jurnal Pendidikan Matematika, 5(3), 2185–2197. https://doi.org/10.31004/cendekia.v5i3.728

Mainali, B. (2021). Representation in Teaching and Learning Mathematics. International Journal of Education in Mathematics, Science and Technology, 9(1), 1–21.

Megawati, R. (2024). Integration of Project-Based Learning in Science, Technology, Engineering, and Mathematics to Improve Students’ Biology Practical Skills in Higher Education: A Systematic Review. Open Education Studies. https://doi.org/10.1515/edu-2024-0049

Montés, N., Aloy, P., Ferrer, T., Romero, P. D., Barquero, S., & Carbonell, A. M. (2022). EXPLORIA, STEAM Education at University Level as a New Way to Teach Engineering Mechanics in an Integrated Learning Process. Applied Sciences, 12(10), 5105. https://doi.org/10.3390/app12105105

Morales Jr, H., Chval, K. B., DiNapoli, J., & Pizzi, T. G. (2024). Meaning-making systems: A multimodal analysis of a Latinx student’s mathematical learning. International Electronic Journal of Mathematics Education, 19(2). https://doi.org/10.29333/iejme/14363

Mpalami, N., & Moleko, M. M. (2022). A critical exploration of student teacher’s choice and use of representations in a challenging environment. Eurasia Journal of Mathematics, Science and Technology Education, 18(11), em2181. https://doi.org/10.29333/ejmste/12516

Mugambi, M. M. (2018). Linking constructivism theory to classroom practice. International Journal of Humanities, Social Sciences and Education, 5(9), 96–104. https://doi.org/10.20431/2349-0381.0509014

Naganjaneyulu, V., Ali, S. M., Ali, M. I., Jabeen, M., & Naseeruddin, S. (2020). Microsoft Mathematics as a teaching and learning tool for mathematics. International Journal of Management and Humanities, 5(4), 55–59. https://doi.org/10.35940/ijmh.b1140.125420

Nasution, M. D., Ahmad, A., & Mohamed, Z. (2021). PRE SERVICE TEACHERS’ PERCEPTION ON THE IMPLEMENTATION OF PROJECT BASED LEARNING IN MATHEMATIC CLASS. Infinity Journal, 10(1), 109. https://doi.org/10.22460/infinity.v10i1.p109-120

Rabi, F., Fengqi, M., Aziz, M., Ullah, M. I., & Abduraxmanovna, N. H. (2021). The impact of the use of Geogebra on student’s mathematical representation skills and attitude. European Journal of Education Studies, 8(12), 14–28. https://doi.org/10.46827/ejes.v8i12.4007

Rahayu, I. T., Dafik, & Wahyuningrum. (2023). The framework of project-based learning (PJBL) activities with steam approach in enhancing creative thinking skills in solving data presentation problems based on ethnomathematics. International Journal of Multidisciplinary Research and Growth Evaluation, 4(3), 495–504. https://doi.org/10.54660/.IJMRGE.2023.4.3.495-504

Ratnasari, N., Tadjudin, N., Syazali, M., Mujib, M., & Andriani, S. (2018). Project based learning (PjBL) model on the mathematical representation ability. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 3(1), 47–53. https://doi.org/10.24042/tadris.v3i1.2535

Rehman, N., Huang, X., Mahmood, A., AlGerafi, M. A. M., & Javed, S. (2024). Project-based learning as a catalyst for 21st-Century skills and student engagement in the math classroom. Heliyon, 10(23), e39988. https://doi.org/10.1016/j.heliyon.2024.e39988

Restu, N. K., Ruqoyyah, S., & Samsudin, A. (2020). Kemampuan Representasi Matematis Bilangan Pecahan pada Siswa SD Kelas III dengan Menggunakan Model Project Based Learning. Journal of Elementary Education, 3(3), 73–81. https://doi.org/10.22460/collase.v3i3.4194

Rizki, F., & Widyastuti, R. (2019). Penggunaan aplikasi Microsoft Mathematics untuk pengembangan bahan ajar matematika siswa. Desimal: Jurnal Matematika, 2(1), 1–7. https://doi.org/10.24042/djm.v2i1.3160

Rosyida, A., Sutama, S., Markhamah, M., & Fathoni, A. (2024a). Pembudayaan representasi matematis dalam persiapan asesmen kompetensi minimum (AKM) sekolah dasar. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 13(1), 232. https://doi.org/10.24127/ajpm.v13i1.7090

Rosyida, A., Sutama, S., Markhamah, M., & Fathoni, A. (2024b). Pembudayaan Representasi Matematis dalam Persiapan Asesmen Kompetensi Minimum (AKM) Ssekolah Dasar. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 13(1), 232. https://doi.org/10.24127/ajpm.v13i1.7090

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860

Sinaga, B., Sitorus, J., & Situmeang, T. (2023). The influence of students’ problem-solving understanding and results of students’ mathematics learning. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1088556

Siregar, F. S. N., & Yahfizham, Y. (2025). Microsoft mathematics sebagai media untuk pengembangan pembelajaran matematika siswa. Pentagon : Jurnal Matematika Dan Ilmu Pengetahuan Alam, 3(2), 100–108. https://doi.org/10.62383/pentagon.v3i2.539

Tanjung, K., & Yahfizham. (2024). Pemanfaatan media pembelajaran matematika berbantuan aplikasi Microsoft Mathematics. Konstanta: Jurnal Matematika Dan Ilmu Pengetahuan Alam, 2(2), 84–90. https://doi.org/https://doi.org/10.59581/konstanta.v2i2.3155

Tuktamyshov, N., & Gorskaya, T. (2021). The strategy of forming the research competence of students – architects by means of mathematics. E3S Web of Conferences, 274, 09006. https://doi.org/10.1051/e3sconf/202127409006

Wijnia, L., Noordzij, G., Arends, L. R., Rikers, R. M. J. P., & Loyens, S. M. M. (2024). The effects of problem-based, project-based, and case-based learning on students’ motivation: A meta-analysis. In Educational Psychology Review (Vol. 36, Issue 1). Springer US. https://doi.org/10.1007/s10648-024-09864-3




DOI: http://dx.doi.org/10.24127/ajpm.v14i4.14250

Refbacks

  • There are currently no refbacks.