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All Journal PRISMA Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika
Fitri, Rahmia Mulya
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Mathematics Social Sciences

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GeoGebra Landscape Research in Mathematics Learning Ritmayanti, Indah Rahmania; Fitri, Rahmia Mulya; Dasari, Dadan; Samosir, Christina Monika; Marchy, Febrinna
PRISMA Vol 13, No 1 (2024): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v13i1.3830

Abstract

GeoGebra is a software designed to facilitate the teaching and learning of mathematics, aiming to enhance students' comprehension of math concepts through its various digital tools and interactive features. The purpose of this study was to examine the research landscape related to the use of GeoGebra in the learning of mathematics. A descriptive bibliometric analysis method was used in this study. The data was retrieved from the Scopus database. According to the study, the number of publications related to GeoGebra in mathematics learning fluctuates annually. The year 2015 saw the highest number of citations compared to any other year. Turkey is the most influential country in this field. In the 2010–2015 and 2016–2020 ranges, the research focus was almost the same, or in other words, there were no significant differences in keywords. However, in the 2021–2023 range, the research focus has a renewal. Many new keywords have appeared.
Technology Integration in Problem-Based Culturally Responsive Mathematics Learning: A Systematic Literature Review in the Era of Industry 5.0 Fitri, Rahmia Mulya; Al Jupri; Mulyaning, Endang Cahya; Sitanggang, Damra Ali
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 1 (2025): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v8i1.3340

Abstract

The Industry 5.0 era demands mathematics learning models that are not only technology-enhanced but also culturally responsive and competence-oriented. This systematic literature review investigates the integration of technology-supported problem-based learning (PBL) with culturally responsive teaching (CRT) in mathematics education. Following the PRISMA 2020 protocol, 24 records were retrieved from Scopus, ScienceDirect, and Google Scholar; five met the inclusion criteria and were thematically analyzed. Results show that PBL supported by technology improves students’ problem-solving skills, mathematical literacy, motivation, and self-regulated learning. However, explicit integration of CRT within these models remains limited. Compared to conventional approaches, a combined PBL-CRT-technology framework holds greater potential to promote meaningful, inclusive, and future-oriented mathematics learning. This review recommends the development of a comprehensive instructional model that aligns cultural relevance, digital innovation, and inquiry-based learning. Implications for research and practice are outlined to support mathematics education in diverse and digitally connected learning environments.
Co-Authors Al Jupri Dadan Dasari Endang Cahya Mulyaning A. Marchy, Febrinna Ritmayanti, Indah Rahmania Samosir, Christina Monika Sitanggang, Damra Ali