The Effect of Hands-On and Computer-Based Learning Activities on Conceptual Understanding and Mathematical Reasoning

The purpose of this study was to compare two treatments, namely the use of hands-on activity media and computer-based media on the conceptual understanding of mathematics and the reasoning ability of junior high school students. In order to obtain complete information about the comparison of the two, researchers also use groups without learning media as a controller. This research approach is quantitative using quasi-experimental methods. The study design was a nonequivalent comparison group design involving seventh-grade students in Bandung Indonesia, totaling 243 people. The research data were obtained using tests of conceptual understanding and mathematical reasoning. The results showed that: the ability to understand mathematical concepts from groups of students who use computer-based media differs significantly from groups of students who use hands-on activity media and control groups. Meanwhile, the ability to understand mathematical concepts of students using hands-on activity media did not differ significantly from the control group. The mathematical reasoning abilities of groups of students who use computer-based media differ significantly from groups of students who use hands-on activity media and control groups. Furthermore, students' mathematical reasoning abilities using hands-on activity media differ significantly from the control group. The use of media, both hands-on activity and computer-based media, contribute to the achievement of student reasoning, especially on the topic of plane geometry being studied. Students can build an understanding of concepts based on their abilities.