Desain Pembelajaran Ukuran Pemusatan Data Melalui Model Problem Based Learning Berbantuan Geogebra

Abstract

The mastery of statistical concepts, particularly measures of central tendency, is fundamental in secondary mathematics education but remains challenging for many students due to abstract conceptualization and traditional teacher-centered instructional models. This study aims to design and implement an effective learning trajectory for measures of central tendency by integrating a problem-based learning model supported by Geogebra, contextualized with students’ real-life height data. Employing a qualitative design research approach, the study was conducted with seventh-grade students at SMP Negeri 8 Tasikmalaya. The instructional design was developed based on a systematic analysis of students’ learning obstacles and refined through iterative cycles of pilot and teaching experiments. Data were collected through observations, student worksheets, written tests, and interviews, and analyzed thematically and descriptively. The findings reveal that the contextual use of height data, combined with interactive visualization in Geogebra, significantly enhances students’ conceptual understanding and mathematical reasoning regarding mean, median, and mode. The learning trajectory facilitates a gradual transition from concrete contexts to formal mathematical representations, resulting in a marked improvement in students’ test scores and active participation. Specifically, the proportion of students meeting the minimum competency standard increased from 25% to over 84%. The research demonstrates that integrating contextual problems, problem-based learning, and digital technology can effectively overcome learning obstacles, foster motivation, and strengthen mathematical literacy. The proposed instructional model offers a replicable framework for mathematics educators and contributes theoretical insights to the field of mathematics education design research.