Mathematical connections through brain-based learning with geogebra assistance
Nia Siti Nursalimah, Wati Susilawati (*)

Mathematics Education Department, UIN Sunan Gunung Djati Bandung, Indonesia
*wati85[at]uinsgd.ac.id

Abstract

The period of the Covid 19 pandemic is a challenge for the world of education, all exposure to the implementation of learning is done online, but adapting the learning process requires the readiness of students and teachers in the field of technological literacy. The purpose of this paper is: to analyze the ability of mathematical connections between students who carry out GeoGebra-assisted brain-based learning and conventional learning based on gender. The research method used was a quasi-experimental design with a Non-equivalent Control Group. The sample consisted of the experimental class and the control class which were not randomly selected, but were selected homogeneously. The implementation was carried out at one of the state junior high schools in Bandung, Indonesia. Class VIII-C consisted of 30 students as an experimental class who carried out GeoGebra-assisted brain-based learning and class VIII-F consisted of 28 students as a conventional class. The instrument used was a mathematical connection ability test. Data analysis using two-way ANOVA. The results of the study: There are differences in the achievement of increasing the ability of mathematical connections between students in the experimental class and the conventional class. There is no difference in the achievement of increasing the ability to connect mathematics based on gender (male, female). The brain-based learning approach with the help of GeoGebra facilitates the process of construction, interaction, reflection, material that is easy to understand, so that it can improve students^ mathematical connection ability.

Keywords: Mathematical connections, brain-based learning, geogebra assistance

Topic: Mathematics Education