Computer-assisted learning using the Cabri 3D for improving spatial ability and self- regulated learning

Abstract

Spatial ability and self-regulated learning have broad implications for students. Therefore, this study aimed to determine the improvement of spatial ability and self-regulated learning of students who obtain computer-assisted learning using the 3D Cabri program. This quasi-experimental study with pre-test and post-test design involved 71 tenth grade high school students in Bandung, Indonesia. Furthermore, the experimental class obtained computeraided learning using the Cabri 3D program, while the control obtained conventional learning using a scientific approach. The analysis discovered that (1) the improvement of students' spatial ability in the experimental class was better than those in the control class, (2) students of the experimental class achieved better spatial ability than those in the control class, (3) the improvement of students' self-regulated learning in the experimental class was better than those in the control class, and (4) students of the experimental class achieved better self-regulated learning than those in the control. These facts can help educators to consider the application of the Cabri 3D program in mathematics education in the future.

A meta-analysis of Geogebra software decade of assisted mathematics learning: what to learn and where to go?

“…The use of technology in mathematics learning assertively and creatively helps individuals develop the skills and knowledge needed to meet the expectations of 21st-century education and society ( Adelabu et al., 2019 ; Tamur et al., 2018 ; Chen et al., 2020 ). Technology integration provides students with additional practice and the opportunity to examine their problems and to express their findings with different alternative answers ( Gonzalez and Birch, 2018 ; Juandi and Priatna, 2018 ; Sung et al., 2016 ; Nurjanah et al., 2020 ).…”

Hypothetical learning trajectory in student’s spatial abilities to learn geometric transformation

“…The design LIT is as follows: at the time before starting learning, the teacher should prepare learning material better by considering the aspects of students' spatial abilities, introducing the concept of geometric transformation using examples of everyday concepts, which have been known to students before, including using RME in accordance with Nuraida and Amam (2019), effective use of media, one example of the use of technology-based media. The use of technology-based learning media such as Cabri 3D and GeoGebra has been shown to improve students' spatial skills (Burte, Gardony, Hutton, & Taylor, 2017;Sack & Vazquez, 2011;Nurjanah, Latif, Yuliardi, & Tamur, 2020). Besides scaffolding by teachers, it is still necessary a validmeasurement so that students can achieve the expected learning trajectory (Confrey, Toutkoushian, & Shah, 2020).…”

Meningkatkan keterampilan praktikum mahasiswa dalam mengelola barang dengan menggunakan sistem inventarisasi barang (SIMVERA)

“…Mahasiswa dapat mengerjakan tes psikomotorik dengan melakukan peng-input-an data-data terkait barang inventaris secara mandiri, kapanpun dan dimanapun tanpa harus terikat dengan kegiatan perkuliahan di kelas. Hal ini didukung dengan penelitian-penelitian sebelumnya yang menjelaskan bahwa penggunaan teknologi komputer/media pembelajaran berbasis digital (elearning/m-learning) signifikan dalam mendukung kemandirian belajar peserta didik (Rahmawati and Mukminan, 2018), (Bandele and Adekunle, 2015), (Nurjanah et al, 2020). Selain itu, desain tampilan sistem SIMVERA dibuat sederhana namun jelas, dengan pemilihan warna yang teduh, icon dan font huruf yang sesuai, bahasa yang mudah dipahami serta kemudahan dalam mengoperasikan sistem SIMVERA ini didapati mampu membuat kelas eksperimen lebih tertarik dan antusias dalam melakukan pengelolaan barang inventaris.…”