PENGARUH MODEL GALLERY WALK TERHADAP PEMAHAMAN KONSEP GEOMETRI MAHASISWA PGSD DITINJAU DARI GAYA BELAJAR
DOI:
https://doi.org/10.24127/ajpm.v15i3.16298Kata Kunci:
gallery Walk, geometry, learning stylesAbstrak
The weak understanding of geometry concepts among elementary teacher education (PGSD) students has a systemic impact on the quality of mathematics learning in primary schools. This study aimed to examine: (1) the effect of the Gallery Walk model on PGSD students' geometry conceptual understanding; (2) differences in geometry conceptual understanding based on learning styles; and (3) the interaction effect between Gallery Walk and learning styles on geometry conceptual understanding. This research used a quantitative approach with a 2×3 factorial design (quasi-experimental). The sample comprised 72 PGSD students selected through cluster random sampling, consisting of 36 experimental class students (Gallery Walk) and 36 control class students (conventional instruction), each grouped based on visual, auditory, and kinesthetic learning styles. Research instruments included a geometry conceptual understanding test (5 essay items, r = 0.87) and a VAK learning style questionnaire adapted from DePorter & Hernacki. Data were analyzed using Two-Way ANOVA. Results showed: (1) there was a significant effect of Gallery Walk on geometry conceptual understanding (F = 18.42; p = 0.000; η² = 0.218); (2) there were significant differences in geometry conceptual understanding based on learning styles (F = 4.87; p = 0.011; η² = 0.129); (3) there was a significant interaction effect between Gallery Walk and learning styles (F = 3.24; p = 0.045; η² = 0.089). The Gallery Walk class obtained a higher posttest mean (79.11) compared to the conventional class (71.44). This research provides an empirical basis for PGSD lecturers to apply Gallery Walk as a differentiated learning strategy in geometry courses.
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