Student’s mathematical connection ability through GeoGebra assisted project-based learning model

Authors

  • Ari Septian Departement of Mathematics Education, Universitas Suryakancana, West Java

DOI:

https://doi.org/10.29408/jel.v8i1.4323

Keywords:

GeoGebra, mathematical connection ability, project-based learning

Abstract

Several previous studies related to mathematical connection abilities and GeoGebra-assisted project-based learning models, but this research focuses on improving students' mathematical connection ability in the Integral Calculus course.  This study examines the improvement of mathematical connection abilities through a project-based learning model assisted by GeoGebra. The research method used was a quasi-experimental design with a pretest-posttest nonequivalent multiple group design. The population is students of the Mathematics Education Study Program at the University in West Java, Indonesia. 1A and 1B students, which are used as samples. The technique of taking the research subject uses purposive sampling. The instrument consisted of a mathematical connection ability test with three essay questions. The test in this study used a pretest and posttest students' mathematical connection ability and the Group Embedded Figure Test (GEFT). The data analysis technique used an independent sample t-test and a two-way ANOVA test. The results showed that the improvement of students' mathematical connection ability who obtained the GeoGebra-assisted project-based learning model was better than students who obtained the project-based learning model. There is no interaction effect of learning models and cognitive styles on the achievement and improvement of students' mathematical connection abilities. The implication of this research is to provide significant changes in student learning habits in integral calculus courses to use technology and foster high self-regulated learning. This research has implications for universities implementing project-based learning models combined with other technology applications in other subjects.

References

Abidin, Z., & Jupri, A. (2017). The use of multiliteration model to improve mathematical connection ability of primary school on geometry. IJAEDU- International E-Journal of Advances in Education, 3(9), 603–610. https://doi.org/10.18768/ijaedu.370429

Alamolhodaei, H. (2009). A working memory model applied to mathematical word problem solving. Asia Pacific Education Review, 10(2), 183–192. https://doi.org/10.1007/s12564-009-9023-2

Alfian, M. H., Dwijanto, D., & Sunarmi, S. (2017). Effectiveness of probing-prompting learning models with scaffolding strategy to mathematic creative thinking ability and enthusiasm. Unnes Journal of Mathematics Education, 6(2), 249–257.

Amalia, R., Lutfiyah, L., & Permatasari, V. A. (2019). Deskripsi kemampuan koneksi matematis siswa berkemampuan tinggi dalam menyelesaikan soal cerita [Description of students' mathematical connection abilities with high abilities in solving story problems]. JIPMat, 4(1), 44-52. https://doi.org/10.26877/jipmat.v4i1.3664

Amaliyah AR. R., & Mahmud, N. (2018). Analisis kemampuan representasi matematis dalam pemecahan masalah geometri serta faktor-faktor yang mempengaruhinya [Analysis of mathematical representation ability in solving geometric problems and the factors that influence it]. Jurnal Review Pembelajaran Matematika, 3(2), 146–160. https://doi.org/10.15642/jrpm.2018.3.2.146-160

Ariawan, R., & Nufus, H. (2018). Profil kemampuan koneksi matematis mahasiswa dalam menyelesaikan masalah pada mata kuliah kalkulus I ditinjau berdasarkan level kemampuan akademik [The profile of students' mathematical connection abilities in solving problems in the calculus I course is reviewed based on the level of academic ability]. Jurnal Prinsip Pendidikan Matematika, 1(1), 16–22. https://doi.org/10.33578/prinsip.v1i1.15

Barnard, L., Lan, W. Y., Crooks, S. M., Alexiou, A., Paraskeva, F., Bempechat, J., … Champakaew, W. (2018). Educational psychology in practice: Theory, research and practice in educational psychology the impact of different teaching methods on students’ arithmetic and self‐regulated learning skills. Learning and Instruction, 7(2), 37–41.

Borji, V., Alamolhodaei, H., & Radmehr, F. (2018). Application of the APOS-ACE theory to improve students’ graphical understanding of derivative. Eurasia Journal of Mathematics, Science and Technology Education, 14(7), 2947–2967. https://doi.org/10.29333/ejmste/91451

Caligaris, M. G., Schivo, M. E., & Romiti, M. R. (2015). Calculus & GeoGebra, an interesting partnership. Procedia - Social and Behavioral Sciences, 174, 1183–1188. https://doi.org/10.1016/j.sbspro.2015.01.735

Conway, T. R. (2007). Jerome Bruner - Learning by Discovery. In Horn, R.A. (Ed.), The Praeger Handbook of Education and Psychology (Eds. 1), p. 59. Praeger Pub.

Creighton, J. E. (1916). Democracy and Education by John Dewey. The Philosophical Review, 25(5), 735-741. https://doi.org/10.2307/2178611

Dewey, J. (2012). Education and Democracy in the World of Today (1938). Schools, 9(1), 96–100. https://doi.org/10.1086/665026

Dirckinck-Holmfeld, L. (2016). Networked learning and problem and project based learning – how they complement each other. Proceedings of the 10th International Conference on Networked Learning 2016, 193–199.

Firdausi, M., Inganah, S., & Putri Rosyadi, A. A. (2018). Kemampuan koneksi matematis siswa sekolah menengah pertama berdasarkan gaya kognitif [Mathematical connection ability of junior high school students based on cognitive style]. MaPan: Jurnal Matematika dan Pembelajaran, 6(2), 237–249. https://doi.org/10.24252/mapan.2018v6n2a9

Grant, M. M. (2002). Getting a grip on project-based learning: Theory, cases and recommendations. Meridian: A Middle School Computer Technologies Journal, 5, 1-17.

Hallal, R., Hellmann, L., Sandmann, A., Carvalho, A. P., Reinaldo, F., & Hotz, C. (2016). GeoGebra in teaching of Differential Integral Calculus I. Espacios, 37(20).

Hotipah, P., & Pujiastuti, H. (2020). An analysis of mathematical connection ability in cubes and cuboids learning materials based on gender differences. Desimal: Jurnal Matematika, 3(2), 137–142. https://doi.org/10.24042/djm.v3i2.6118

Hotipah, P., & Pujiastuti, H. (2020). Mathematical representation ability by using project based learning on the topic of statistics. Journal on Mathematics Education, 3(1), 69–79. https://doi.org/10.24042/tadris.v3i1.2535

Hu, R., Wu, Y. Y., & Shieh, C. J. (2016). Effects of virtual reality integrated creative thinking instruction on students’ creative thinking abilities. Eurasia Journal of Mathematics, Science and Technology Education, 12(3), 477–486. https://doi.org/10.12973/eurasia.2016.1226a

Johnson, R. B., & Christensen, L. (2003). Quantitative, qualitative, and mixed research. Educational Researcher, 33(7), 14–26. https://doi.org/10.3102/0013189X033007014

Kennedy, J., Lee, E., & Fontecchio, A. (2016). STEAM approach by integrating the arts and STEM through origami in K-12. 2016 IEEE Frontiers in Education Conference (FIE), 1–5. https://doi.org/10.1109/FIE.2016.7757415

Korenova, L. (2017). GeoGebra in teaching of primary school mathematics. International Journal for Technology in Mathematics Education, 24(3), 155–160.

Ma’rufi, Pasandaran, R. F., & Yogi, A. (2018). Analisis pemahaman konsep geometri mahasiswa ditinjau dari gaya kognitif field dependent dan field independent [Analysis of students' understanding of geometry concepts in terms of field dependent and field independent cognitive styles]. Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika, 1(2), 56–67. https://journal.uncp.ac.id/index.php/proximal/article/view/1053

Maskur, R., Sumarno, Rahmawati, Y., Pradana, K., Syazali, M., Septian, A., & Palupi, E. K. (2020). The effectiveness of problem based learning and aptitude treatment interaction in improving mathematical creative thinking skills on curriculum 2013. European Journal of Educational Research, 9(1), 375–383. https://doi.org/10.12973/eu-jer.9.1.375

McLeod, S. A. (2015). Jean Piaget: Cognitive theory. Developmental Psychology, 1–7. https://www.simplypsychology.org/piaget.html

Mohd, C. K. N. C. K., Shahbodin, F., Sedek, M., & Samsudin, M. (2020). Game based learning for autism in learning mathematics. International Journal of Advanced Science and Technology, 29(5), 4684–4691.

Noto, M. S., Hartono, W., & Sundawan, D. (2016). Analysis of students mathematical representation and connection on analytical geometry subject. Infinity Journal, 5(2), 99–107. https://doi.org/10.22460/infinity.v5i2.216

Poon, K. K., & Wong, K. L. (2017). Pre-constructed dynamic geometry materials in the classroom – how do they facilitate the learning of ‘Similar Triangles’? International Journal of Mathematical Education in Science and Technology, 48(5), 735–755. https://doi.org/10.1080/0020739X.2016.1264636

Purwanti, R. D., Pratiwi, D. D., & Rinaldi, A. (2016). Pengaruh pembelajaran berbantuan GeoGebra terhadap pemahaman konsep matematis ditinjau dari gaya kognitif [The effect of GeoGebra-assisted learning on understanding mathematical concepts in terms of cognitive style]. Al-Jabar: Jurnal Pendidikan Matematika, 7(1), 115–122. https://doi.org/10.24042/ajpm.v7i1.137

Rachmani, N. (2018). Kemampuan koneksi matematis mahasiswa calon guru pada brain-based learning berbantuan web. [The mathematical connection ability of prospective teacher students in web-assisted brain-based learning] Kreano: Jurnal Matematika Kreatif-Inovatif, 9(2), 204–214.

Ratnasari, N., Tadjudin, N., Syazali, M., Mujib, M., & Andriani, S. (2018). Project based learning (PJBL) model on the mathematical representation ability. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 3(1), 47-53. https://doi.org/10.24042/tadris.v3i1.2535

Septian, A., Darhim, & Prabawanto, S. (2020). Mathematical representation ability through GeoGebra-assisted project-based learning models. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1657/1/012019

Septian, A., Darhim, D., & Prabawanto, S. (2021). The development of calculus teaching materials using GeoGebra. IndoMath: Indonesia Mathematics Education, 4(1), 1-10. https://doi.org/10.30738/indomath.v4i1.7831

Septian, A., & Komala, E. (2019). Kemampuan koneksi matematik dan motivasi belajar siswa dengan menggunakan model problem-based learning (PBL) berbantuan GeoGebra di SMP [Mathematical connection ability and student motivation to learn by using problem-based learning (PBL) model assisted by GeoGebra in junior high school]. PRISMA, 8(1), 1–13. https://doi.org/10.35194/jp.v8i1.438

Sholekah, L. M., Anggreini, D., & Waluyo, A. (2017). Analisis kesulitan siswa dalam menyelesaikan soal matematika ditinjau dari koneksi matematis materi limit fungsi [Analysis of students' difficulties in solving math problems in terms of the mathematical connection of the limit function material]. WACANA AKADEMIKA: Majalah Ilmiah Kependidikan, 1(2), 151-164. https://doi.org/10.30738/wa.v1i2.1413

Song, Y. (2018). The calculus teaching based on MATLAB. Journal of Advanced Oxidation Technologies, 21(2), 130-138. https://doi.org/10.26802/jaots.2018.09781

Suhandri, S., Nufus, H., & Nurdin, E. (2017). Profil kemampuan koneksi matematis mahasiswa dalam menyelesaikan masalah matematika berdasarkan level kemampuan akademik [Profile of students' mathematical connection abilities in solving math problems based on their level of academic ability]. Jurnal Analisa, 3(2), 115–129. https://doi.org/10.15575/ja.v3i2.2012

Suherman, Prananda, M. R., Proboningrum, D. I., Pratama, E. R., Laksono, P., & Amiruddin. (2020). Improving higher order thinking skills (HOTS) with project based learning (PjBL) model assisted by GeoGebra. Journal of Physics: Conference Series, 1467(1), Article 012027. https://doi.org/10.1088/1742-6596/1467/1/012027

Tasni, N., & Susanti, E. (2017). Membangun koneksi matematis siswa dalam pemecahan masalah verbal [Building students' mathematical connections in verbal problem solving]. Beta Jurnal Tadris Matematika, 10(1), 100-108. https://doi.org/10.20414/betajtm.v10i1.108

Udiyono, & Yuwono, M. R. (2018). The correlation between cognitive style and students’ learning achievement on geometry subject. Infinity Journal, 7(1), 35-44. https://doi.org/10.22460/infinity.v7i1.p35-44

Velázquez, F. D. C., & Méndez, G. M. (2021). Application in augmented reality for learning mathematical functions: A study for the development of spatial intelligence in secondary education students. Mathematics, 9(4), 1-19, Article 369. https://doi.org/10.3390/math9040369

Vendiagrys, L., & Junaedi, I. (2015). Analisis kemampuan pemecahan masalah soal setipe timss berdasarkan gaya kognitif siswa pada pembelajaran model problem based learning [Analysis of problem-solving abilities of the type of timss based on students' cognitive style in problem-based learning model learning]. Unnes Journal of Mathematics Education Research, 4(1), 34–41.

Yildiz, H. (2018). The development process of a mathematic teacher’s technological pedagogical content knowledge. European Journal of Educational Research, 7(1), 9–29. https://doi.org/10.12973/eu-jer.7.1.9

Yolanda, F., & Wahyuni, P. (2020). Peningkatan kemampuan koneksi matematis mahasiswa melalui pembelajaran matematika kontekstual [Improving students' mathematical connection skills through contextual mathematics learning]. ANARGYA: Jurnal Ilmiah Pendidikan Matematika, 3(1), 1–7. https://doi.org/10.24176/anargya.v3i1.4750

Downloads

Published

06-01-2022

How to Cite

Septian, A. (2022). Student’s mathematical connection ability through GeoGebra assisted project-based learning model. Jurnal Elemen, 8(1), 89–98. https://doi.org/10.29408/jel.v8i1.4323

Issue

Section

Articles

Similar Articles

<< < 8 9 10 11 12 13 14 15 16 17 > >> 

You may also start an advanced similarity search for this article.