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All Journal Range : Jurnal Pendidikan Matematika Journal of Mathematics Instruction, Social Research and Opinion International Journal of Science Education and Cultural Studies Polyhedron International Journal in Mathematics Education Indonesian Educational Research Journal Jurnal Infinity
Javier García-García
Universidad Autónoma de Guerrero
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Mathematical critical thinking with GeoGebra-assisted CORE learning: Does students’ self-confidence matter? Rabiatul Adawiyah; Sudirman Sudirman; Idah Noviyanti; Javier García-García
Polyhedron International Journal in Mathematics Education Vol. 4 No. 2 (2026): pijme
Publisher : Nashir Al-Kutub Indonesia

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Abstract

Mathematical critical thinking is a central twenty-first-century competency, yet it remains underdeveloped in many mathematics classrooms, particularly in visually demanding topics such as geometric transformations. This study examined differences in students’ mathematical critical-thinking scores by instructional model and self-confidence level. A quasi-experimental, nonequivalent posttest-only design was used with 72 Grade 11 students (36 experimental and 36 control) at a public senior secondary school in Riau, Indonesia. The experimental group received four sessions using the Connecting, Organizing, Reflecting, and Extending (CORE) model integrated with GeoGebra, whereas the control group received expository instruction. Data were collected using a six-item essay test and an 18-item self-confidence questionnaire and analyzed using a two-way analysis of variance. Posttest scores differed significantly by instructional model, F(1, 66) = 68.25, p < .001, ηp² = .51, and self-confidence level, F(2, 66) = 26.94, p < .001, ηp² = .45. The interaction was not statistically significant, F(2, 66) = 0.94, p = .394, ηp² = .03. Within the limits of a short, single-school, posttest-only study, the findings indicate that the GeoGebra-assisted CORE model was associated with higher mathematical critical-thinking scores across the observed self-confidence levels.
Co-Authors Adelburga Indra Aloisius Loka Son Ana Paula Tae Anna Sako Bimolo Axel Dircio-Vargas Bete, Hendrika Camilo Andrés Rodríguez-Nieto Camilo Andrés Rodríguez-Nieto Eduardus Beo Seso Delvion Fiki Alghadari Gerardo Salgado-Beltrán Idah Noviyanti Isnawan, Muhamad Galang Karen Gisel Campo-Meneses Kresensia Usolin Maifa, Talisadika Serrisanti Marcel David Pochulu Naif Mastoor Alsulami Rabiatul Adawiyah Ronaldus Ariyanto Jelahu Sudirman Yohanes Jefrianus Kehi Yovita Maria Palla