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All Journal Jurnal PAJAR (Pendidikan dan Pengajaran) 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.
Improving Mathematical Reasoning Through Geogebra-Assisted Discovery Learning Zulhafendi, Redy Williantama; Yarman
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 2 (2026): March
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i2.385

Abstract

This study aims to improve the mathematical reasoning ability of Grade XI students through the implementation of GeoGebra-assisted discovery learning. The research employed a classroom action research design conducted in two cycles, each consisting of the stages of planning, implementation, observation, and reflection. The participants were 40 Grade XI students at SMA Negeri 8 Padang, and the learning material focused on geometric transformations. The main research instrument was an essay test developed based on indicators of mathematical reasoning ability. Data were analyzed by examining the average test scores and learning completeness in each cycle. The results showed that the application of GeoGebra-assisted discovery learning successfully improved students’ mathematical reasoning skills. This improvement was indicated by an increase in the average test score from 63.15% in Cycle I to 81.22% in Cycle II. In addition, learning completeness increased from 55% in Cycle I to 80% in Cycle II, thereby meeting the predetermined success indicator of at least 70% of students achieving improvement. Discovery-based learning supported by GeoGebra encouraged students to actively observe patterns, formulate conjectures, examine arguments, and draw conclusions through direct visual exploration. These findings suggest that the integration of technological media into active learning models can foster deeper, more logical, and more structured mathematical reasoning processes. Therefore, GeoGebra-assisted discovery learning is effective in enhancing the mathematical reasoning ability of Grade XI students.
Co-Authors Ahmad Fauzan Ambiyar, Ambiyar I Made Arnawa Kelly Angelly Hevardani Lufri Lufri Mirna Yerizon Zulhafendi, Redy Williantama