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All Journal Indonesian Journal of STEM Education Indonesian Journal of Teacher Education
Aulia Aulia
Universitas Mataram
Chemistry Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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The Role of Geogebra in Improving Students' Mathematical Representation Abilities: A Systematic Literature Review Lutfiatussolihah Lutfiatussolihah; Aulia Aulia; Robiatul Adawiah; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of STEM Education Vol. 7 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian Publication Center

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This study aims to analyze the effectiveness of using GeoGebra in improving students’ mathematical representation abilities through a Systematic Literature Review (SLR) approach. The background of this study is based on the variability of findings in previous research regarding the use of GeoGebra, as well as the lack of a comprehensive synthesis examining patterns of its effectiveness in mathematics learning. The study was conducted by analyzing 15 articles selected through a screening process based on predefined inclusion and exclusion criteria, published between 2015 and 2024. The results indicate that GeoGebra generally has a positive impact on enhancing students’ mathematical representation abilities, particularly in visual, symbolic, and graphical aspects. However, its effectiveness is influenced by several factors, such as the learning model employed, student characteristics, and the suitability of the learning materials. Therefore, GeoGebra can be considered an effective tool when appropriately integrated into instructional strategies to support interactive and meaningful mathematics learning.
Efektivitas Model Inquiry-Based Learning Berbantuan Virtual Laboratory dalam Pembelajaran Fisika: Tinjauan Literatur Lutfiatussolihah Lutfiatussolihah; Aulia Aulia; Robiatul Adawiah; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of Teacher Education Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian Publication Center

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This study aims to analyze the effectiveness of Inquiry-Based Learning supported by a virtual laboratory in physics education. The study employed a literature review method using a qualitative descriptive approach, involving the identification, selection, and synthesis of 15 articles published between 2014 and 2023. The results of the analysis indicate that the implementation of Inquiry-Based Learning supported by virtual laboratories consistently enhances students’ conceptual understanding, scientific process skills, and critical thinking abilities. This effectiveness is influenced by the type of inquiry model used, the characteristics of the virtual media, and the learning strategies applied. The integration of inquiry-based learning with digital technology creates a more interactive, exploratory, and meaningful learning experience. Thus, this approach can serve as an effective alternative in physics education, particularly to address laboratory facility limitations and improve the quality of students’ learning processes and outcomes.
The Role of Virtual Laboratories in Inquiry-Based Learning Models for Improving Understanding of Physics Concepts: A Literature Review Aulia Aulia; Robiatul Adawiah; Lutfiatussolihah Lutfiatussolihah
Indonesian Journal of Teacher Education Vol. 5 No. 2 (2024): Edisi Juli-Desember 2024
Publisher : Indonesian Publication Center

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Abstract

Physics education often faces the challenge of limited access to real-world laboratory facilities, which results in low levels of students’ conceptual understanding. This study aims to analyze the role of virtual laboratories in the Inquiry-Based Learning (IBL) model to enhance students’ understanding of physics concepts through a systematic literature review of 15 scientific articles (2015–2024) from the Google Scholar, ProQuest, and ERIC databases. The research method employed thematic analysis and tabular synthesis to compare the subjects, methods, and results of the studies. The findings indicate that the integration of virtual laboratories into the IBL model consistently improves students’ conceptual understanding, with learning achievement rates reaching 80–85% and N-gain values in the moderate to high range (0.38–0.73). This model is most effective when applied to abstract material due to its ability to visualize dynamic physical phenomena. However, the effectiveness of this model is highly dependent on the quality of teachers’ instructional design and the availability of technological devices in schools.
Co-Authors G. Gunawan Lutfiatussolihah Lutfiatussolihah Nina Nisrina Robiatul Adawiah