PENGARUH MODEL GALLERY WALK TERHADAP PEMAHAMAN KONSEP GEOMETRI MAHASISWA PGSD DITINJAU DARI GAYA BELAJAR
DOI:
https://doi.org/10.24127/ajpm.v15i3.16298Keywords:
Gallery walk, gaya belajar, geometriAbstract
Rendahnya pemahaman konsep geometri mahasiswa PGSD berpotensi memengaruhi kualitas pembelajaran matematika di sekolah dasar. Penelitian ini bertujuan menguji: (1) perbedaan pemahaman konsep geometri antara mahasiswa yang mengikuti pembelajaran Gallery Walk dan pembelajaran konvensional; (2) perbedaan pemahaman konsep geometri berdasarkan klasifikasi gaya belajar; dan (3) interaksi antara strategi pembelajaran dan gaya belajar terhadap pemahaman konsep geometri. Penelitian ini menggunakan pendekatan kuantitatif dengan desain kuasi-eksperimental faktorial 2 × 3. Sampel penelitian terdiri atas 72 mahasiswa PGSD, yaitu 36 mahasiswa pada kelas eksperimen yang mengikuti pembelajaran Gallery Walk dan 36 mahasiswa pada kelas kontrol yang mengikuti pembelajaran konvensional. Mahasiswa selanjutnya diklasifikasikan berdasarkan gaya belajar visual, auditorial, dan kinestetik. Instrumen penelitian terdiri atas tes pemahaman konsep geometri berbentuk uraian sebanyak lima butir dengan reliabilitas Cronbach’s Alpha sebesar 0,87. Data dianalisis menggunakan ANOVA dua arah. Hasil analisis menunjukkan adanya perbedaan signifikan antara kelas Gallery Walk dan kelas konvensional, (F(1, 66) = 18.42);(p < 0.001);( ηp² = 0. 218). Terdapat pula perbedaan pemahaman konsep geometri berdasarkan gaya belajar, (F(2, 66) = 4.87); (p = 0.011); ( ηp² = 0.129), serta interaksi antara strategi pembelajaran dan gaya belajar, (F(2, 66) = 3.24); (p = 0.045);( ηp² = 0.089). Rerata skor posttest mahasiswa pada kelas Gallery Walk adalah 79.11, sedangkan pada kelas konvensional adalah 71.44. Temuan ini memberikan bukti empiris awal mengenai potensi Gallery Walk dalam perkuliahan geometri mahasiswa PGSD, dengan catatan bahwa setiap strategi hanya diterapkan pada satu kelas.
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