The Development of Mathematics Teaching Materials through Geogebra Software to Improve Learning Independence

Abstract

Geogebra is software designed to solve geometry, calculus and algebra material as well as applications for designing spaces and buildings. The purpose of this research is to produce teaching material products through Geogebra software in mathematics courses that can be utilized in learning. The stages in this research include: (1) the stage of developing teaching material products, (2) the testing phase of teaching materials products (3) the analysis of increasing student’s independence. Product development and level of practicability of teaching materials is validated by material experts, media experts, lecturers as users, and trials of teaching material products. Qualitative data is used as a consideration in teaching material products to make revisions while quantitative data is analysed by statistical tests to see an increase in student self-independence. Based on the test results of experts teaching materials developed for trials in the field. Experts recommendations about teaching materials are appropriate for use and revision. After the revision is issued, try the field that involving students, the results of the test items about the reliability level of 0.734 so that teaching materials could be used for research instrumentts. The average value and standard deviation of the normalized gain values for the experimental class are 0.812 and 0.139 while the control class are 0.731 and 0.198. The analysis result of the questionnaire is that there is an increase in self-independence in study of the students in Architecture Study Program, Engineering Faculty, Malikussaleh University.

The Development of Calculus Teaching Materials using Geogebra

“…In line with some previous studies, that Geogebra can be used as a tool in learning mathematics related to algebra, geometry, and calculus. The three groups of knowledge become complementary and synchronize with each other (Saputra & Fahrizal, 2019;Septian, 2017). So, universally that with GeoGebra can be used for learning mathematics including differential calculus (Little, 2011).…”

“…The assessment of media and material experts on the use of teaching materials in the form of GeoGebra is an absolute assessment of the media used by the lecturers (Nopiyani et al, 2018). An assessment is needed to maintain the quality of the media used (Saputra & Fahrizal, 2019). The assessment aspect must cover all indicators assessed.…”

The Application of Android-based GeoGebra on Quadratic Equations Material toward Mathematical Creative Thinking ability

“…Android-based GeoGebra can improve students' creative thinking skills because it is flexible and easy to use (Hallal et al, 2016;Saputra & Fahrizal, 2019). The advantage of Android-based GeoGebra is that students can directly use their cellphones to work on problems and try to flexibly change the points (Amalia, Purwaningsih, Widodo, & Fasha, 2020).…”

“…Students feel happy and not bored with learning (Hallal et al, 2016;Septian, Inayah, et al, 2019). Motivation is also another determining factor for success in enhancing creative thinking ability and increasing technological abilities in solving mathematical problems (Saputra & Fahrizal, 2019). The weaknesses of the Androidbased GeoGebra are that students have to use mobile phones with high RAM.…”

Software GeoGebra en la mejora de capacidades resolutivas de problemas de figuras geométricas bidimensionales en universitarios

“…Así, hay investigaciones donde se demostró que después de implementar el software GeoGebra se lograron mejoras en el rendimiento de estudiantes (Dikovic, 2009;Kutluca, 2013;Arbain & Shukor, 2015;Díaz-Nunja et al, 2018;Ramadhani & Dahlya Narpila, 2018;Suryani et al, 2020) dándole múltiples aplicaciones que permitieron desarrollar estrategias adicionales de trabajo en equipo (Takači et al, 2015;Albano & Dello Iacono, 2019) y fomento de niveles positivos de motivación, cambiándoles favorablemente la actitud hacia las matemáticas (Zulnaidi & Zamri, 2017;Rohaeti & Bernard, 2018). Desde una perspectiva docente, también se tuvieron cambios positivos de las actitudes de enseñanza (Demirbilek & Žilinskienė, 2015), dando la posibilidad de organizar también hasta mejores materiales de instrucción (Saputra & Fahrizal, 2019).…”