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All Journal SAINSMAT Al-Jabar : Jurnal Pendidikan Matematika M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Pedagogy : Jurnal Pendidikan Matematika SAINSMAT: Jurnal Ilmiah Ilmu Pengetahuan Alam Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Edutech: Jurnal Pendidikan dan Teknologi
Fahrul Basir
Universitas Cokroaminoto Palopo
Religion Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Other

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Journal : Al-Jabar : Jurnal Pendidikan Matematika

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Innovating numeracy learning through geogebra-integrated modules: An Indonesian secondary school study Ilyas, Muhammad; Ma'rufi, Ma'rufi; Basir, Fahrul; Ekawati, Shindy
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 2 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i2.27835

Abstract

Purpose: This study aimed to design and evaluate an instructional module integrating GeoGebra to strengthen junior secondary students’ mathematical literacy and numeracy. The module was intended to support students in interpreting, analyzing, and applying mathematical concepts in contextual and meaningful ways..Method: Adopting a modified three-phase 4D instructional design model (Define, Design, Develop), the research was implemented with eighth-grade students at SMP Negeri 3 Palopo. Data were obtained from expert validation, student feedback, classroom observations, and post-intervention tests of literacy and numeracy competencies.Findings: The validation process produced an average expert rating of 3.75, categorizing the module as highly valid. Practicality was evidenced by strong classroom implementation (96.88%), high levels of student engagement (83.17%), and positive learner responses (83.38%). Post-intervention assessments yielded an average score of 77.20, confirming that all participating students achieved at least a proficient level.Significance: The GeoGebra-enriched module represents a promising instructional innovation for mathematics education. Its integration of visual interactivity and contextual problem solving significantly enhanced students’ literacy and numeracy, underscoring its potential as a scalable model for curriculum development. Beyond its practical contributions, this study advances theoretical discourse on technology-enhanced mathematics learning by demonstrating how dynamic visualization tools can be systematically embedded into curricula. It thereby provides a critical link between digital pedagogy and the cultivation of mathematical literacy and numeracy in secondary education.
Co-Authors Ekawati, Shindy Fitriani A, Fitriani Fitriani A. Hernila Yanti Hikmah Hikmah Ilyas, Muhammad Indah Suciati Islahuddin Islahuddin Jumarniati, Jumarniati karmila karmila Karmila Karmila Kriswinarso, Tri Bondan Lis Sugianto M. Ma'rufi Ma'rufi, Ma'rufi Mochammad Imron Awalludin Muhammad Ikram Muhammad Ilyas Nila Triana Nini Kurniah Nur Fadillah Wahdaniya Nurnadila Nurnadila Pasandaran, Rio Fabrika Pasang, Riswana Pawenang, Sri Rio Fabrika Rismayanti, Alda Royal Muntaha Ganing Salwah Shindy Ekawati Sintong Djampang Sitti Fawziah Amini Suciati, Indah Sukmawati Sukmawati Sukria, Sukria Susilawati Susilawati Tagan, Nurhidayah Putri Madina Tantri Febriana Wahidin Ashari, Nur Wahidin Ashari, Nur