STUDENT’S MATHEMATICS CONCEPTUAL UNDERSTANDING: THE EFFECT OF PROBLEM POSING LEARNING ASSISTED VISUAL STUDIO APPLICATIONS

Abstract

Abstract

This study aims to describe the effect of problem posing learning with Visual Studio applications-assisted toward the student’s mathematics conceptual understanding. The topic of study is Cube and Cuboid for grade 8th students of academic year 2017/2018.This research uses Pre-Experimental Design method with One Group Pretest-Posttest Design type. The sample of this research is 30 students and given treatment in the form of problem posing learning with Visual Studio applications-assisted. The instruments used in this research are the pretest-posttest and student activity observation sheet. The data were analyzed using normality test, Wilcoxon Sign Rank test, and N-gain test. The results of the study show significant effect toward conceptual understanding ability. The student’s activity observation indicates active student activity during problem posing learning with Visual Studio applications-assisted.

Keywords: problem posing, conceptual understanding, Visual Studio