INTEGRATION OF CABRI 3D AND A DEEP LEARNING APPROACH IN GEOMETRY LEARNING TO IMPROVE STUDENTS’ NUMERACY LITERACY
DOI:
https://doi.org/10.52060/pgsd.v9i1.4768Abstract
Geometry learning remains challenging because it requires spatial visualization and deep conceptual understanding. This study aimed to determine the effect of integrating CABRI 3D and the Deep Learning approach on junior high school students' numeracy literacy skills in solid geometry. The study employed a quasi-experimental method with a pre-test and post-test control group design. The sample consisted of 56 ninth-grade students of SMPN 1 Bayung Lencir: 28 students in the experimental class and 28 in the control class, selected through purposive sampling. Data were collected through numeracy literacy pre-tests and post-tests and analyzed using descriptive statistics, Shapiro-Wilk, Levene, Wilcoxon Signed-Rank, and Mann-Whitney U tests on N-Gain scores. The experimental class mean increased from 38.69 to 84.82, with a mean N-Gain of 0.7385 in the high category, while the control class obtained a mean N-Gain of -0.0495. The Mann-Whitney U test showed a significance value of <0.001. Therefore, integrating CABRI 3D and the Deep Learning approach significantly improved students' numeracy literacy skills in solid geometry.
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Keywords:
Cabri 3D, Deep Learning, numeracy literacy, geometry, solid geometry
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2026-10-09
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Articles
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Copyright (c) 2026 JURNAL TUNAS PENDIDIKAN
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