Development of Problem-Based Learning Model using Geogebra to Improve Students’ Mathematical Connections and Learning Motivation on Elementary Schools

Abstract

Mathematics education in elementary schools plays a crucial role in fostering students' logical, systematic, and critical thinking skills. However, the prevalence of ineffective instructional approaches, which are often perceived as abstract and mechanistic, remains a significant issue that contributes to students' poor mathematical connection skills and low learning motivation. This study aims to develop a valid, practical, and effective Problem-Based Learning (PBL) model assisted by GeoGebra software to enhance the mathematical connection abilities and learning motivation of fifth-grade elementary students. The research employed a quantitative approach utilizing the Research and Development (R&D) method based on the Borg & Gall model. The study involved 23 fifth-grade students at SDIT Ibnu Khaldun. Data were collected using expert validation sheets, mathematical connection ability tests (pretest and posttest), learning motivation questionnaires, and learning implementation observation sheets. The collected data were analyzed using descriptive statistics and non-parametric inferential statistics, specifically the Mann-Whitney tests.   The results indicate that the developed learning model meets the high validity criteria, achieving 87.45% from subject matter experts and 88.3% from media experts, and is highly practical with a 92.85% syntax implementation rate. Regarding effectiveness, the results demonstrate a significant improvement in mathematical connection skills (p-value 0.000 < 0.05), and student learning motivation scores increased significantly from 68.42 to 82.15. In conclusion, the GeoGebra-assisted Problem-Based Learning model is proven to be valid, practical, and effective. This model is highly suitable as an alternative strategy for interactive, contextual, and technology-driven mathematics instruction in elementary education.