Pemanfaatan GeoGebra dalam Memvisualisasikan Konsep Getaran melalui Representasi Fungsi Trigonometri: Studi Komparatif pada Mahasiswa
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Abstract
This study aimed to analyze the differences in students' ability to visualize vibration concepts through trigonometric function representations under two conditions: manual problem-solving and GeoGebra-assisted problem-solving. This research used a quantitative approach within-subject design without control group. The participants were 18 undergraduate students from the Physics Education Study Program at Universitas Negeri Manado. The research instruments consisted of a task sheet and a questionnaire. The task sheet was used to assess students’ abilities to draw trigonometric function graphs, determine amplitude, frequency, and period, analyse parameter changes, and interpret the relationship between equations and graphs. The questionnaire was administered to examine students’ responses toward the use of GeoGebra. All instruments were validated by three experts and were deemed suitable for use. Data from the task sheet were analyzed using normality testing, paired samples t-test, and N-Gain analysis. The results of the paired samples t-test indicated a statistically significant difference between students' scores in manual problem-solving and GeoGebra-assisted problem-solving (p < 0.05). The N-Gain analysis revealed an improvement in students' achievement, with an average N-Gain score of 0.603, which falls into the moderate category. The questionnaire results indicated very positive responses, with percentages ranging from 91.11% to 98.89% across all indicators. These findings suggest that the use of GeoGebra can assist students in understanding the relationship between trigonometric functions and vibration concepts. GeoGebra can be utilized as an instructional medium to support the physics’ learning that require connections between mathematical and visual representations.
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