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All Journal Rangkiang Mathematics Journal Mathematics Education Journal
Yarman
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Education Mathematics Other

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Evaluation of the Implementation of GeoGebra-assisted Advanced Calculus Courses Using the CIPP Model Kelly Angelly Hevardani; Ambiyar; Yerizon; Yarman
Rangkiang Mathematics Journal Vol. 4 No. 1 (2025): Rangkiang Mathematics Journal
Publisher : Department of Mathematics, Universitas Negeri Padang (UNP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/rmj.v4i1.61

Abstract

This study aims to evaluate the implementation of advanced calculus courses assisted by GeoGebra using the CIPP model. This evaluation assessed the relevance, effectiveness, and results of applying GeoGebra as an interactive learning medium. The research approach was descriptive quantitative, with data collection through questionnaires and observations. The research subjects were 36 students who attended advanced calculus courses at FMIPA Universitas Negeri Padang in the July–December 2024 semester. The evaluation results show that in the context aspect, the use of GeoGebra is aligned with the curriculum objectives that support the mastery of advanced mathematical concepts and visualization skills. Regarding input, lecturers have basic competence in using GeoGebra, but not all students are familiar with this software. In terms of process, GeoGebra-assisted learning is interactive, although it is constrained by students’ adaptation time to the software. In terms of product, the evaluation results showed increased students’ analytical skills and conceptual understanding, although the increase in exam results was not significant overall. The findings recommend the need for intensive training for lecturers and students related to the use of GeoGebra, the provision of technology-based learning guides, and adjustments to lecture strategies to maximize the effectiveness of GeoGebra in supporting advanced calculus lectures.  
Geometric Thinking Skills of Prospective Mathematics Teachers in the Transformation Geometry Course: Effects and Obstacles Mirna; Fauzan, Ahmad; Yarman; Arnawa, I Made; Lufri
Mathematics Education Journal Vol. 20 No. 1 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i1.pp225-240

Abstract

Geometry is a compulsory component of mathematics education worldwide; however, it remains one of the most challenging topics for prospective mathematics teachers, particularly transformation geometry. This study aims to examine the level of geometric thinking skills of prospective mathematics teachers based on Van Hiele’s theory, analyze their influence on the transformation geometry learning outcomes, and identify the prospective mathematics teachers’ learning obstacles. A mixed-methods approach research using an explanatory sequential design was employed. Data were collected from 99 prospective mathematics teachers enrolled in a Transformation Geometry course using geometric thinking skills test, transformation geometry learning outcomes test, and learning obstacles open-questionnaire. The data were analyzed using descriptive statistics and simple linear regression. The results indicate that most prospective teachers remain at lower Van Hiele levels, which are below the expected standards for future mathematics teachers. Geometric thinking skills were found to have a significant influence on transformation geometry learning outcomes. Prospective mathematics teachers simultaneously experience ontogenic, epistemological, and didactical obstacles. These findings imply that transformation geometry course should be aligned with students’ geometric thinking levels and supported by appropriate didactic designs. Therefore, future research about developing geometry didactic design based on Van Hiele’s theory in transformation geometry course is essential.
Co-Authors Ahmad Fauzan Ambiyar, Ambiyar I Made Arnawa Kelly Angelly Hevardani Lufri Lufri Mirna Yerizon