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Journal : International Journal of Geometry Research and Inventions in Education

Tracing the Roots of Error: A Polya Method Analysis on Student Problem Solving in Curved Surface Solids Arifin, Zaenal; Bonyah, Ebenezer
International Journal of Geometry Research and Inventions in Education (Gradient) Vol. 1 No. 1 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v1i01.1144

Abstract

When participating in this activity, students were tasked with recording and evaluating their responses to problems related to curved surfaces' geometry. The following difficulties were included in the scope of the investigation: spheres, cones, and cylinders. The researchers followed a four-step methodology developed by Polya to investigate the approaches and viewpoints of the students. This process included identifying the problem, developing a strategy, putting the strategy into action, and evaluating the results. According to the findings, it appears that the majority of errors occur when attempting to determine the nature of the issue. Using the appropriate formulas and procedures becomes quite difficult if the problem is misunderstood or not fully grasped. In the interest of assisting teachers in better assisting their students in developing stronger mathematical reasoning and understanding skills, this study will investigate real-life examples of students making improper mathematical applications. According to the research findings, it is suggested that mathematics education should incorporate more guided practice and conversation to assist students in developing their ability to solve problems. It is also highlighted throughout the study that it is necessary to have a complete comprehension of the problem statements.
Application of GeoGebra-Assisted Problem-Based Learning Model to Strengthen the Learning Interest of Eighth Grade Junior High School Students Sihombing, Willy Ruben; Dirgantoro, Kurnia Putri Sepdikasari; Bonyah, Ebenezer
International Journal of Geometry Research and Inventions in Education Vol. 2 No. 02 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v2i02.1742

Abstract

Learning interest is a psychological drive that allows students to learn something consciously, calmly, and with discipline. A lack of learning interest was observed in one school in West Jakarta. This is a significant issue as learning interest directly impacts the quality of education. Therefore, the purpose of this study is to investigate the application of a GeoGebra-assisted problem-based learning (PBL) model to enhance the learning interest of eighth-grade junior high school students. Additionally, the paper will discuss the application of this GeoGebra-assisted PBL model from a Christian perspective. This research utilizes a descriptive qualitative method, with data collected through observation sheets, lesson plans, and teacher reflection sheets. The analysis of the research data demonstrates the positive effect of the GeoGebra-assisted PBL model on learning interest. This is evidenced by observed changes in student behavior that align with the indicators of learning interest. Thus, it can be concluded that the application of the GeoGebra-assisted PBL model can foster and strengthen students' learning interest. The PBL model offers a platform for student exploration, with GeoGebra acting as a supportive tool. The diverse features of GeoGebra facilitate the learning process, thereby fostering a sense of enjoyment and interest. However, due to certain limitations in its application, educators must guide students in its use.