Penggunaan Geogebra Dalam Pembelajaran Matematik Melalui Pembelajaran Modular

Kim, Khor Mui; Md-Ali, Ruzlan

doi:10.21070/picecrs.v1i1.591

Cited by 4 publications

(2 citation statements)

References 4 publications

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“…[43] [46] agree that instilling HOTS in Mathematics should be supported with technology-based educational resources, such as Geogebra. This is because most students find it difficult to understand concepts, make reasoning and solve problems because of their low visualisation capability to illustrate relations between the changes in the graphs shape and the changes in the variable value [46]. With the help of Geogebra, students can visualise and imagine clearly, and further enhance their understanding of mathematical concepts.…”

Section: 6mentioning

confidence: 99%

Enhancing Students’ Higher-Order Thinking Skills (HOTS) Through an Inductive Reasoning Strategy Using Geogebra

Misrom

Muhammad

Abdullah

et al. 2020

Int. J. Emerg. Technol. Learn.

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The concept of Higher-Order Thinking Skills (HOTS) is one of the highlighted aspects in producing human capital of high quality. However, the level of HOTS among students in Malaysia is still at a lower stage. Among the causes of this problem is the learning strategy used in classroom, which is less effective in creating and enhancing HOTS optimally. Therefore, the main focus in this study was to investigate the potential role of an inductive reasoning strategy using Geogebra in increasing the students’ level of HOTS. Besides, it also aimed to identify the relationship between HOTS and students’ inductive reasoning for the topic of Graphs of Functions II. The design of study was quasi-experimental which involved 94 form-four students from a secondary school in Johor. The sample of this study was divided into three groups: (1) Treatment Group 1 (inductive reasoning strategy using Geogebra); Treatment Group 2 (inductive reasoning strategy); and (3) a control group (conventional). The instrument of the study comprised a set of HOTS questions and a worksheet based on an inductive reasoning strategy using Geogebra. Using the Multivariate Analysis of Variance (MANOVA), it was found that the overall HOTS level of the students, which included applying, analysing, evaluating and creating skills, could be enhanced through this strategy. The findings also show that there was a positive relationship between HOTS and inductive reasoning. In conclusion, an inductive reasoning strategy can provide positive impacts on students’ HOTS in the topic of Graphs of Functions II

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Section: 6mentioning

confidence: 99%

Enhancing Students’ Higher-Order Thinking Skills (HOTS) Through an Inductive Reasoning Strategy Using Geogebra

Misrom

Muhammad

Abdullah

et al. 2020

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

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“…Well-designed modules enable students to get actively involved in their learning independently, developing at their own pace, and ultimately providing them with a sense of self-satisfaction upon completion of learning [20]. Some researchers in Malaysia have developed mathematics teaching-learning modules and proven their effectiveness in improving students' learning [22,23,24,25,26,27] but yet not much modules have been developed to improve students algebraic abilities especially studying on knowledge retention. Therefore, this study aimed to develop a teaching-learning module to facilitate students' mastery and retention of algebraic conceptual and procedural knowledge for Form 1 students.…”

Section: Introductionmentioning

confidence: 99%

Development and Validation of ConProRet-A Module for the Retention of Algebraic Conceptual and Procedural Knowledge for Form 1 Student

Leong,

Raja Maamor Shah

2023

EJSMT

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Prior knowledge is crucial in acquiring new mathematical concepts, yet students frequently forget what they have learnt, which hampers their acquisition of new mathematical concepts. It has been observed that poor mastery of algebraic conceptual and procedural knowledge leads to poor knowledge retention, which in turn impairs learning in other areas of mathematics. Rote learning was assumed to be the definite way to grasp algebraic conceptual and procedural knowledge, but it has now been demonstrated that such knowledge rots when not used. This paper describes the development and validation of the ConProRet-A module for use in mastery and retention of algebraic conceptual and procedural knowledge for Form 1 students. Hence, the ASSURE model, APOS theory, Scaffolding theory, and Atkinson and Shriffin information processing theory were involved in the development of the mentioned module. To obtain the face validity percentage and content validity percentage for the module, five experts were appointed to evaluate the module using a questionnaire. Statistical analysis using the Percentage Calculation Method (PCM) was used to determine the face validity percentage and content validity percentage of the module. The findings showed that the face validity percentage and content validity percentage of the ConProRet-A module were high at 94% and 90.33%. This showed that the ConProRet-A module developed can be used in teaching and learning sessions in schools.

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Effects of augmented reality application integration with computational thinking in geometry topics

et al. 2022

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In this article, researchers conducted a study that integrates Augmented Reality application with Computational Thinking into Geometry Topics. Three variables were measured, Computational Thinking, Visualisation Skills and Geometry Topic achievement. The study was implemented with 124 students in two different schools using quasi-experimental study design. The t-test analysis was performed to see the differences before and after the intervention between the control and treatment groups. Next, a MANCOVA was conducted to see the effectiveness of the intervention in more depth on Computational Thinking, Visualisation Skills and Geometry Topic achievement after controlling for existing knowledge factors. The results show that there is a positive effect of teaching methods using Augmented Reality applications with Computational Thinking for students in the improvement of Computational Thinking, Visualisation Skills and Geometry Topic achievement. Moreover, the results of the MANCOVA show that overall, teaching methods using Augmented Reality applications with Computational Thinking are factors in the improvement of Computational Thinking scores, Visualisation Skills and Geometry Topic achievement, which means the students’ existing knowledge did not affect the results of the three dependent variables. In conclusion, this study proposed that the Computational Thinking approach with Augmented Reality application can improve Computational Thinking, Visualisation Skills and Geometry Topic achievement among students.

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Penggunaan Geogebra Dalam Pembelajaran Matematik Melalui Pembelajaran Modular

Cited by 4 publications

References 4 publications

Enhancing Students’ Higher-Order Thinking Skills (HOTS) Through an Inductive Reasoning Strategy Using Geogebra

Enhancing Students’ Higher-Order Thinking Skills (HOTS) Through an Inductive Reasoning Strategy Using Geogebra

Development and Validation of ConProRet-A Module for the Retention of Algebraic Conceptual and Procedural Knowledge for Form 1 Student

Effects of augmented reality application integration with computational thinking in geometry topics

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