Google Sites-Mediated Problem-Based Learning: Effects on Students’ Conceptual Understanding and Mathematical Self-Efficacy
DOI:
https://doi.org/10.61255/itej.v4i3.2400Keywords:
Conceptual Understanding, Geometric Transformation, Google Sites, Mathematical Self-Efficacy, Problem-Based Learning, 4D ModelAbstract
Background: Geometric transformations require students to connect visual, coordinate, symbolic, and matrix representations. In the participating class, procedural answers frequently concealed incomplete conceptual explanations, while many students hesitated to tackle unfamiliar tasks. An integrated digital environment was therefore designed to support the phases of problem-based learning (PBL) and opportunities to develop mathematical self-efficacy.
Aim: This study developed a PBL-based Google Sites environment for geometric transformations and examined its validity, practicality, and pre–post changes in conceptual understanding and self-efficacy.
Method: Research and development followed the Define, Design, Develop, and Disseminate (4D) model. A content expert, media expert, and practitioner validated the product. Its field trial involved 21 Grade XI students in Batam, Indonesia, over six PBL meetings using a one-group pretest–posttest design. Evidence came from validation and response forms, implementation observation, a ten-item conceptual understanding essay test (α = .874 reported for the instrument try-out), and a 16-item self-efficacy scale (α = .93 before and .85 after). Percentage scores, normalized gain, and Wilcoxon signed-rank tests were used.
Results: The environment obtained 88.61% for validity (content 93.08%, media 80.77%, practitioner 93.00%) and 93.97% for practicality (implementation 92.22%, teacher response 100%, student response 89.68%). Conceptual understanding increased from M = 66.52 to M = 87.81 (mean N-gain = 0.67; mastery 28.57% to 100%; z = 4.02, p < .001, r = .88). Self-efficacy increased from M = 45.43 to M = 59.24 (mean N-gain = 0.81; z = 4.02, p < .001, r = .88), with the largest increase in magnitude.
Conclusion: The PBL-aligned website was rated valid and practical, and both measured outcomes improved during the field trial. The absence of a comparison group limits causal attribution and wider generalization.
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