Delta-Phi: Jurnal Pendidikan Matematika, vol. 2 (3), pp. 189-194, 2024
Received 02 Nov 2023 / Published 30 December 2024
https://doi.org/10.61650/dpjpm.v2i2.100

Effectiveness Of Square Board Media for
Quadratic Equations on Improving Student
Learning on Quadratic Equations
Akhsanul In'am1 *, Ezugwu Umezurike John2, Ruly Eko Setiawan3
1. Universitas Muhammadiyah Malang, Indonesia
2. Nigeria Maritime University Okerenkoko, Delta State.
3. SDN Sidogiri Pasuruan, Indonesia
E-mail correspondence to: ruly.nampank@gmail.com

Abstract
This study investigates the effectiveness of the square board as a teaching
tool to improve students' learning outcomes in quadratic equations. This
research is motivated by persistent global challenges in mathematics
education, particularly regarding students' difficulties in understanding and
solving quadratic equations due to their abstract and complex nature. The
square board, which provides a visual and interactive approach, is designed
to help students concretely visualize completing the square and the
structure of quadratic equations. Using a quasi-experimental design, this
study involved high school students divided into experimental and control
groups. The experimental group received instruction using the square
board, while the control group was taught using conventional methods.
Data were collected through pre-tests and post-tests to measure
conceptual understanding and problem-solving abilities. The results
showed that students taught with the square board demonstrated
significantly higher improvements in conceptual understanding and
procedural fluency than those in the control group. These findings suggest
that the square board increases engagement and motivation and addresses
common misconceptions and procedural challenges associated with
quadratic equations. This study contributes to the growing literature on
innovative mathematics teaching methods by providing empirical evidence
for using concrete manipulatives in algebra learning. This study also
highlights the need for further research on integrating visual and interactive
media in mathematics classrooms to support deeper learning and improve
student learning outcomes.
Keywords: Quadratic Equation Board, Mathematics teaching aids, Visual
learning media

INTRODUCTION
Quadratic equations are a central topic in global mathematics education,
forming a fundamental component of the high school curriculum and
serving as a gateway to advanced mathematical concepts and STEM
© 2024 author (s)

fields. (Chai, 2020; Marsigit, 2020; Repiyan, 2023). Their significance is
underscored by their inclusion in international assessments such as TIMSS
and their widespread application in real-world contexts, including physics,
engineering, and economics. (L. H. Wang, 2022). Mastery of quadratic
equations is not only crucial for academic development but also for
developing critical cognitive skills such as problem-solving, logical
reasoning, and the ability to manipulate abstract concepts, which are vital
to students' future academic and professional success.
Despite their importance, teaching and learning quadratic equations
present persistent challenges. (Afifah & Putri, 2021). Students often
struggle with conceptual understanding, relying on rote memorization of
procedures without understanding the underlying principles. Common
misconceptions include misunderstanding the law of zero factors. (Yansa,
2021)difficulty transitioning from concrete to abstract representations,
and making errors in algebraic manipulation, particularly when dealing
with negative numbers or non-standard forms of quadratic equations.
These challenges are exacerbated by limited instructional time, an
overemphasis on procedural fluency at the expense of conceptual depth,
and a lack of engaging, student-centered learning experiences.
Furthermore, students often struggle to connect abstract quadratic
concepts to real-world applications, decreasing motivation and hindering
long-term retention.
This leads to students being passive, less actively engaged, and
experiencing difficulties in understanding abstract concepts such as Linear
Equations in One Variable (Lenawati, 2022). In addition, teachers'
limitations in developing or utilizing technology-based media (Fatah,
2024) Students' low numeracy skills due to online learning during the
pandemic (Chen, 2022), and negative perceptions of mathematics as a
complex and tedious subject are challenges that hinder the achievement
of optimal learning outcomes (Gülü, 2023).

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Several previous studies have attempted to address these issues by
developing innovative learning media. Afifah and Putri (2021)
Developed context-based mathematical e-comics for quadrilaterals
and triangles, which were proven to improve students' conceptual
understanding (A. Y. Lee, 2022). Meanwhile, Farida et al. (2021)
Examined the use of mathematical comics to improve students' critical
thinking skills. These studies emphasize the importance of interactive
media and gamification in mathematics learning. (Chen, 2022)But most
still focus on simple physical or digital media (Zhao, 2020), without
specifically developing gamification-based interactive digital
applications for Single-Variable Linear Equations (Rohimah, 2023;
Usdiyana, 2020; Zolkipli, 2021).

The theoretical framework underpinning this research draws on
constructivist learning theory, particularly the principles of the
CPA/CRA approach, which posits that students build robust
mathematical understanding by progressing from hands-on
manipulation of concrete objects to pictorial representations and
abstract symbolic reasoning. The study also references the Learning
Through Activity (LTA) framework, which emphasizes the role of
reflective abstraction and the importance of engaging students in
meaningful mathematical activities that promote higher-order
thinking. Embodied learning theory further supports the use of
manipulatives by highlighting the role of physical interaction in
cognitive development.

In response to these challenges, a growing body of research is
exploring using manipulatives and visual aids to enhance the teaching
of quadratic equations. Studies have shown that tools such as algebra
tiles and digital platforms like GeoGebra can significantly improve
student understanding and achievement by providing concrete visual
representations of abstract algebraic concepts. For example, Witzel
and Allsopp (2023) Found that manipulatives were particularly
practical for students with learning disabilities (Dolapcioglu, 2022; H. Y.
Lee, 2024; Zhang, 2020). At the same time, research on algebra tiles
showed higher average achievement scores among students who used
them than those taught with traditional methods. GeoGebra and other
dynamic mathematics software have also been shown to foster
conceptual understanding and engagement through interactive, visual
learning experiences (Albano, 2024; Birgin, 2020; Juandi, 2021). These
findings are supported by national and international standards that
advocate the integration of manipulatives and visual aids in
mathematics instruction.

Key concepts employed in this study include conceptual
understanding, procedural fluency, visual learning, and using
manipulatives as scaffolding tools to support diverse learning needs.
The research addresses the following problems: persistent
misconceptions and procedural errors in solving quadratic equations,
lack of engagement and motivation in traditional instruction, and the
need for practical, evidence-based teaching strategies that can be
readily implemented in diverse educational settings. By empirically
testing the effectiveness of square board media, this study seeks to fill
a critical research gap and contribute to the ongoing development of
innovative, student-centered approaches to mathematics education.
In summary, while previous research has established the value of
manipulatives and visual aids in mathematics instruction, the specific
potential of square board media for teaching quadratic equations
remains underexplored. This study addresses this gap by investigating
the impact of square board media on student learning outcomes,
guided by robust theoretical frameworks and informed by recent
empirical findings. The results are expected to provide new insights
into effective mathematics pedagogy and inform future curriculum
development and instructional practice.

However, while the effectiveness of manipulatives like algebra tiles has
been well-documented, there is a significant gap in the literature
regarding using squareboards, a specific type of concrete manipulative
designed to help students visualize and solve quadratic equations.
Existing research has primarily focused on more general or digital
manipulatives, with little empirical research examining the affordances
and unique impacts of squareboards in the context of quadratic
equations (Dolapcioglu, 2022). This gap highlights the need for
research investigating whether squareboards can provide similar or
greater benefits regarding conceptual understanding, procedural
fluency, and student engagement.

RESEARCH METHOD
This section systematically explains the research methods used to
examine the effectiveness of square board media in improving student
learning outcomes on quadratic equations. The explanation is
structured into several main subsections, including research design,
participants and sampling techniques, data collection instruments and
procedures, and data analysis techniques. Each subsection is
supported by recent empirical literature (2020-2025) and accompanied
by creative visualizations to clarify the research flow.

The novelty of the present study lies in its focus on the development
and empirical evaluation of square board media as an instructional tool
for quadratic equations. Unlike previous research that has centered on
algebra tiles or digital platforms, this study seeks to determine whether
square board media can serve as an effective bridge between concrete
and abstract mathematical thinking, in line with the Concrete-PictorialAbstract (CPA) or Concrete-Representational-Abstract (CRA)
frameworks (Hidayanto, 2023; Lenawati, 2022; Rohimah, 2024). By
providing students with a tangible, interactive means of exploring the
structure and solutions of quadratic equations (Hernández-Yañez,
2023), square board media may address persistent misconceptions and
support deeper learning in ways that have not yet been systematically
explored in the literature.

2.1 Research design
This study employs a quasi-experimental design with a non-equivalent
control group design. This design was chosen because it allows
researchers to compare learning outcomes between groups using
square board media and those using conventional methods, even
though group assignment is not entirely random. Quasi-experimental
design is widely used in mathematics education research as it provides
opportunities to test intervention effectiveness in real classroom
settings without compromising external validity. Below is the flowchart
of the research design using Mermaid:

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Figure 1. Quasi-Experimental Research Design Flowchart

2.2 Participants and Sampling Technique

subjects relevant to the research objectives, such as students currently
studying quadratic equations. The number of participants in each
group (experimental and control) is adjusted according to class
availability and considers a balanced proportion to enhance the validity
of the research results.

The research participants were 10th-grade students from a public high
school in Indonesia, selected using purposive sampling. This technique
was chosen because educational intervention studies often require

Group
Experiment
Control

Table 1. Distribution of Research Participants
Number of Students
Description
32
Using Square Board Media
31
Conventional Method

2.3 Instruments and Data Collection Procedures

media. The use of pretest and posttest is a standard procedure in
educational intervention research to measure changes in learning
outcomes before and after the treatment.
The data collection procedure was carried out in several stages: (1)
administering the pretest to both groups, (2) conducting the learning
according to each group's treatment for 4 sessions, (3) administering
the posttest, and (4) filling out the perception questionnaire by the
experimental group.

Data collection was carried out using a learning outcome test
instrument (pretest and posttest) that has been validated by experts.
This test was designed to measure students' conceptual understanding
and problem-solving abilities in the material on quadratic equations.
Additionally, a questionnaire was used to measure students'
perceptions and learning motivation regarding the use of square board

Figure 2. Visualization of Research Procedure

2.4 Data Analysis Techniques

significant differences between the experimental and control groups.
Additionally, gain score analysis was used to measure the improvement
in student learning outcomes. The questionnaire data were analyzed
descriptively to understand students' perceptions of the use of the
square board media.

Data analysis was conducted quantitatively using descriptive and
inferential statistics. Descriptive statistics were used to describe the
pretest and posttest scores, while inferential statistics (t-test or MannWhitney U-Test, depending on data distribution) were used to test the
Data Types
Pretest/Posttest Scores
Gain Score
Questionnaire Data

Table 2. Data Analysis Techniques
Analysis Techniques
Purpose of Analysis
Descriptive & Inferential Statistics
Testing the effectiveness of interventions
Gain Analysis
Measuring improvement in learning outcomes
Descriptive Statistics
Assessing student perceptions and motivation

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Figure 3. Mindmap Framework of Research Methodology

Figure 3 provides a comprehensive overview of the mind map of the
research method framework. This research methodology is designed
to provide strong empirical evidence regarding the effectiveness of
square board media in teaching quadratic equations. Utilizing a quasiexperimental design, purposive sampling technique, valid instruments,
and comprehensive data analysis, this study is expected to contribute
significantly to the development of concrete manipulative-based
mathematics learning innovations.

discussing theoretical and practical implications, identifying
limitations, and providing suggestions for future research. Data
visualizations and tables are included to clarify the findings.
3.1 Research Findings and Comparison with Previous Studies
The study indicates that the use of square board media significantly
enhances students' conceptual understanding and problem-solving
skills in quadratic equations compared to conventional methods.
Inferential statistical analysis (t-test) shows a significant difference
between the posttest scores of the experimental and control groups (p
< 0.05). The average gain score of the experimental group is also
higher, indicating a greater improvement in learning outcomes. The
following table summarizes the main findings of this study:

RESULTS AND DISCUSSION
This section presents the research findings on the effectiveness of
square board media in teaching quadratic equations, along with an indepth discussion comparing these findings with previous studies,

Table 2. Comparison of Student Learning Outcomes in the Experimental and Control Groups
Group
Pretest Average
Posttest Average
Average Gain Score
Experiment
52.3
81.7
0.61
Control
51.8
70.2
0.38

These findings align with previous research showing that the use of
concrete manipulatives, such as algebra tiles and virtual manipulatives,
can improve students' mathematical understanding. However, this
study provides a novel contribution by specifically testing the
effectiveness of square boards, a topic that has not been widely
explored in the mathematics education literature.
A study by Boadu & Bannor (2023) comparing innovative methods with
traditional methods in solving quadratic equations also found that the

innovative approach resulted in higher scores in students. Similarly, a
meta-analysis on the use of technology in mathematics learning
confirmed that interactive and visual media can improve learning
outcomes. However, this study adds empirical evidence that the square
board media, as a concrete manipulative, is effective in bridging
understanding from the concrete to the abstract, in accordance with
the Concrete-Pictorial-Symbolic (CPS) principle.

Figure 4. Comparison of Pretest and Posttest Scores between the Experimental and Control Groups

3.2 Theoretical Implications

helping to address misconceptions and improve knowledge transfer to
new situations.
Furthermore, these results support the Three-World Framework
(Sispiyati, 2020), which highlights the importance of the transition from
the embodied to the symbolic world in algebra learning. Thus, this
study provides empirical evidence that manipulative media such as
square boards can be an effective bridge in this transition process.

The findings of this study reinforce the Concrete-Pictorial-Symbolic
(CPS) theoretical framework and constructivism theory, which
emphasizes the importance of concrete experiences in building deep
mathematical understanding (Lample, 2020; Marsigit, 2020; Setiawan,
2023). The use of square boards allows students to manipulate
concrete shapes before moving on to symbolic representations, thus
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3.3 Practical Implications

further research. Mathematics teachers are advised to integrate
square boards into their classroom teaching of quadratic equations, as
this tool can increase student engagement, motivation, and
understanding of abstract mathematical concepts; special training for
teachers is also needed to enable them to utilize this tool optimally in
the learning process. Further research could develop digital-based
square board media or combine it with virtual manipulatives to
accommodate diverse student learning styles and expand access to
learning, with integration with digital technology potentially improving
students' motivation and digital literacy. It is recommended to
replicate this study using a randomized experimental design, involving
more schools and a more diverse population to increase the external
validity and generalizability of the results, and further research could
also examine the long-term impact of using square boards on
knowledge retention and transfer to other mathematics topics.
Qualitative research exploring students' and teachers' experiences
using square boards can provide deeper insights into the factors
influencing their effectiveness, and collaboration between researchers,
teachers, and media developers is crucial for creating relevant and
applicable learning innovations. The development of more
comprehensive and valid evaluation instruments is necessary to
measure various aspects of learning outcomes, including conceptual
understanding, procedural skills, and students' learning motivation. By
implementing these suggestions, it is hoped that concrete
manipulative-based mathematics learning innovations such as square
board media can continue to be developed and implemented widely,
improving the quality of mathematics education and student learning
outcomes in a sustainable manner.

Practically, the results of this study recommend the integration of
square boards in quadratic equation learning in the classroom.
Teachers can utilize this medium to increase student engagement,
facilitate group discussions, and strengthen conceptual understanding
through hands-on activities. These findings also support the
importance of teacher training in the use of concrete manipulatives for
effective classroom implementation.
Previous studies have also emphasized that the use of manipulatives
can increase students' motivation and confidence in learning
mathematics. Therefore, adopting the square board as a medium could
be an innovative strategy for improving the quality of mathematics
learning in schools.
This study has several limitations that should be considered. First, the
quasi-experimental design with non-equivalent groups may introduce
potential selection bias, although efforts were made to ensure baseline
equivalence between groups. Second, the study was conducted in only
one school with a limited number of participants, so generalization of
the results should be done with caution.
Furthermore, the effectiveness of square boards is highly dependent
on the teacher's competence in managing manipulative-based
learning. Limited resources and time can also impact classroom
implementation. This study also failed to examine the long-term
impact of using square boards on student knowledge retention.

CONCLUSION
Based on the results of research on the effectiveness of square board
media in learning quadratic equations, it can be concluded that the use
of this media significantly improves students' conceptual
understanding and problem solving abilities compared to conventional
learning methods. Empirical data shows that the group of students who
learned using square board media obtained higher posttest scores and
gain scores, indicating a substantial increase in learning outcomes. This
finding is in line with various previous studies that confirm that the use
of visual aids and concrete manipulatives can help students understand
abstract mathematical concepts, such as quadratic equations.
Furthermore, this study reinforces the Concrete-Pictorial-Symbolic
(CPS) theory and constructivism, which emphasizes the importance of
concrete experiences in building deep mathematical understanding.
Square board media is proven to be effective as a bridge between
concrete and symbolic representations, thus helping students
overcome misconceptions and improving knowledge transfer to new
situations. Thus, this study provides a new contribution to the
mathematics education literature, particularly in the development of
innovative learning media based on concrete manipulatives for algebra
topics. However, this study also has limitations, such as its quasiexperimental design with non-equivalent groups, limited number of
participants, and implementation in only one school. These limitations
may affect the generalizability of the study results to a wider
population.

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RECOMMENDATIONS
mathematical understanding, critical thinking, and overall academic
success. Additionally, examining the social and economic impacts of
such innovations can inform educational policy and investment
decisions. In summary, the successful implementation of PanPinRu
digital interactive media in mathematics education highlights the
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