Students’ construction of projection concepts through independent exploration in a technology-enhanced learning environment
DOI:
https://doi.org/10.29408/jel.v12i2.33973Keywords:
independent exploration, projection concepts, student knowledge construction, technology-enhanced learningAbstract
This research report presents a comprehensive and in-depth analysis of the cognitive dynamics and knowledge construction processes of students in the Mathematics Education Study Program, Faculty of Mathematics and Natural Sciences (FMIPA), State University of Jakarta, within the Descriptive Geometry course during the odd semester of the 2025/2026 academic year. This study is motivated by fundamental pedagogical challenges in descriptive geometry instruction, where conventional paper-and-pencil methods often fail to facilitate accurate spatial visualization, leading to construction inaccuracies and the persistence of epistemological misconceptions. Involving 16 research subjects (S1–S16), this study investigates the impact of integrating Technology-Enhanced Learning (TEL) using the dynamic geometry software GeoGebra on students' ability to translate three-dimensional objects into two-dimensional representations via the orthogonal projection system. Employing a descriptive qualitative research design utilizing conceptual understanding test data and structured interviews, the findings indicate that technology functions not merely as a visual aid, but as a cognitive instrument mediating the process of instrumental genesis. Analysis of construction errors regarding lines, planes, and solid intersections reveals that independent exploration featuring dragging and 3D manipulation assists students in overcoming epistemological obstacles resistant to traditional instruction, although variations in instrument adaptation remain observable.
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