Geogebra assisted blended learning on students’ spatial geometry ability

Daulay, Leni Agustina; Syafipah,; Nasution, A K P; Tohir, Mohammad; Simamora, Yumira; Saragih, Risna Mira Bella

doi:10.1088/1742-6596/1839/1/012009

Cited by 4 publications

(3 citation statements)

References 21 publications

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“…Besides, when the post-test scores of the test and control group students were compared in terms of achievement, it was concluded that the achievement mean scores of the students in the experimental group were higher, and thus it could be said that the lessons taught made a positive contribution to the students. This finding is consistent with the conclusions obtained in the studies conducted by Genç and Öksüz (2016), Özçakır Sümen (2013), Ünlütürk Akçakın (2016), Kaya (2017), Canevi (2019), Zengin (2019), Barçın (2019), Doğan andİçel (2011), Bwalya (2019), Daulay et al (2021), Jusufi and Kitanov (2019), Mukamba and Makamure (2021).…”

Section: Conclusion Discussion and Suggestionssupporting

confidence: 90%

Technology-assisted circumference teaching

Genç

2023

Journal of Educational Technology and Online Learning

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This study aimed to reveal the effect of teaching the 4th grade circumference measurement subject with the dynamic geometry software “GeoGebra” on achievement and motivation. In the research, the pre-test – post-test control group design, which is one of the quasi-test designs, was used. In the Mathematics lessons conducted with the test group for a three-week period, the subject of circumference measurement was taught with dynamic geometry software, whereas the control group followed the current curriculum. As data collection tools, the 21-item “4th Grade Circumference Measurement Achievement Test” (KR20=.81) developed by Öksüz and Genç (2021) and “Primary School Mathematics Motivation Scale” (KR20=.94) developed by Ersoy and Öksüz (2015) were utilized. The pre-test was applied concurrently to the test and control groups one week before the research was initiated, and the post-test was applied immediately after the research was ended. In the study, paired-samples t-test was used to compare the pre-test and post-test scores of the students in the test and control groups within the groups; whereas covariance analysis (ANCOVA) was used to compare the post-test scores of the related groups. As a result of the research, it was concluded that there was a statistically significant difference between the achievement and motivation post-test scores of the students in the test group who learned the subject of “Circumference Measurement” with the dynamic geometry software and the students in the control group who did not use this program on behalf of the test group.

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Section: Conclusion Discussion and Suggestionssupporting

confidence: 90%

Technology-assisted circumference teaching

Genç

2023

Journal of Educational Technology and Online Learning

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“…The findings [41] that learning using GeoGebra can improve the ability to understand geometric concepts higher than students taught conventionally. According to the results of the study [42] revealed that learning assisted by GeoGebra was effective in improving geometric spatial abilities and positive student responses.…”

Section: Resultsmentioning

confidence: 97%

Mathematical Connections Through Brain-Based Learning with Geogebra Assistance

Susilawati,

Siti Nursalimah,

Maryono

2024

KSS

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During the COVID-19 pandemic, it became a challenge for the world of education, all exposure to the implementation of learning was carried out online, however, adjusting the learning process required the readiness of students and teachers in the field of technological literacy. The purpose of writing this paper is: to analyse the ability of mathematical connections between students who carry out GeoGebra-assisted brain-based learning and conventional learning, viewed by gender. The research method used was a quasi-experimental design with a non-equivalent control group. The sample consisted of an experimental class and a control class which were not selected randomly but were selected homogeneously. The implementation was carried out at one of the state middle schools in Bandung, Indonesia. Class VIII-C consists of 30 students as an experimental class carrying out GeoGebra-assisted brain-based learning and class VIII-F consists of 28 students as a conventional class. The instrument used is a mathematical connection ability test. Data analysis using two-way ANOVA. Research results: There is a difference in the achievement of increasing the ability of mathematical connections between students in the experimental class and the conventional class. There is no difference in the achievement of increasing the ability to relate mathematics based on gender (male, female). The brain-based learning approach with the help of GeoGebra facilitates the process of construction, interaction, reflection, and easy-to-understand material, so as to improve students’ mathematical connection abilities. Keywords: Mathematical Connections, Brain-Based Learning, Geogebra Assistance

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“…The reviewed literature shows that scholars started being interested on the effects of GeoGebra on students' attitudes towards geometry since 2013. In the first category, the table shows that students interested in mathematics in general and in geometry in particular, was increased after being taught through GeoGebra (Arbain & Shukor, 2015;Reis & Ozdemir, 2010;Celen, 2020;Daulay, Syafipah, Nasution, Tohir, Simamora, & Saragih, 2021;Murni, Sariyasa & Ardana, 2017;Nzaramyimana, et.al, 2021;Tamam & Dasari, 2020;Wah, 2015). The second category shows that students became more engaged and learnt actively (Bayaga, et.al, 2019;Karmelita Pjanić & Liđan, 2015;Kutluca, 2013;Sariyasa, 2016;Shadaan and Leong, 2013).…”

Section: Effects Of Geogebra On Students' Attitudes Towards Geometrymentioning

confidence: 99%

Effects of GeoGebra on Students’ Attitudes towards Learning Geometry: A Review of Literature

Uwurukundo1,

Maniraho,

Tusiime

2022

Af. J. Educ. Stud. Math. Sci.

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The rapid growth of technology for teaching and learning of geometry includes the introduction of educational software commonly known as GeoGebra. However, a few studies were found that provide evidence on the effectiveness of this software on students’ attitudes towards geometry. The present study aims to provide a comprehensive view of prior literature related to the effects of GeoGebra in enhancing students’ attitudes towards geometry. The present study employed a systematic review. To collect data, the researcher downloaded journal papers, conference proceedings papers, and theses from different databases such as Google Scholar, Research gate, Academia, Research for life, and Education Resources Information Center (ERIC). Thus, 96 documents were initially obtained. After download, duplicating papers were immediately deleted. Thus, a deep analysis followed and 68 documents were filtered out. Twenty-three documents including 22 journal papers and one thesis remained for analysis. The reviewed literature showed that there are positive effects on students’ attitudes towards geometry in terms of interest, engagement and active learning, self-efficacy and self-regulation, and enhanced positive attitudes. More than a half of authors (12 out of 23) employed quasi-experimental research design to investigate the effects of GeoGebra on students’ attitudes toward geometry. Considering categories of attitudes identified, the majority of authors (8 out of 23) reported that GeoGebra enhanced students’ interest to learn geometry.

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Geogebra assisted blended learning on students’ spatial geometry ability

Cited by 4 publications

References 21 publications

Technology-assisted circumference teaching

Technology-assisted circumference teaching

Mathematical Connections Through Brain-Based Learning with Geogebra Assistance

Effects of GeoGebra on Students’ Attitudes towards Learning Geometry: A Review of Literature

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