The Effect of a Project-Based Learning Model Using Dienes Blocks as Manipulative Media on Improving Understanding of Mathematical Concepts
DOI:
https://doi.org/10.35706/radian.v5i1.13490Keywords:
Project-Based Learning (PjBL), Dienes Blocks, Mathematical Concept Understanding, Elementary School StudentsAbstract
This study aimed to determine the differences, effects, and effect size of the Project Based Learning (PjBL) model assisted by Dienes blocks manipulative media on elementary school students’ mathematical conceptual understanding. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The population consisted of all fifth-grade students at SDN 147 Citarip Barat Bandung in the 2025/2026 academic year. The sample included Class VB as the experimental group and Class VA as the control group, with 27 students in each class. Data were collected through pretest and posttest instruments. The data were analyzed using normality tests, homogeneity tests, Independent Sample T-Test, Paired Sample T-Test, and effect size analysis. The findings revealed a significant difference between students taught using the PjBL model assisted by Dienes blocks and those taught through conventional learning (Sig. 0.049 < 0.05). Furthermore, the implementation of the PjBL model assisted by Dienes blocks had a significant effect on students’ mathematical conceptual understanding (Sig. < 0.001). The effect size analysis yielded a Cohen’s d value of 0.549, indicating a moderate effect. Therefore, the PjBL model assisted by Dienes blocks is effective in improving elementary school students’ mathematical conceptual understanding.
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