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All Journal MATEMATIKA DAN PEMBELAJARAN Koordinat : Jurnal Pembelajaran Matematika dan Sains
Raisatunnisa
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Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Mathematics Physics

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ENHANCING MATHEMATICAL LITERACY THROUGH GEOGEBRA CLASSROOM-ASSISTED LEARNING: A CASE STUDY IN INDONESIAN SECONDARY SCHOOLS Raisatunnisa; Suryadi, Didi; Fatimah, Siti; Priatna, Nanang; Nasir, Norma
MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 1 (2025): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v13i1.8938

Abstract

Mathematical literacy is important for helping students solve real-world problems through mathematical reasoning. However, students in Indonesia still demonstrate low performance in this area. This study aims to examine the effectiveness of GeoGebra Classroom-assisted learning in improving the mathematical literacy of eighth-grade students on the topic of exponents and roots. Using a qualitative descriptive method, data were collected from 22 students through written tests, questionnaires, and interviews. The results showed that GeoGebra Classroom supported conceptual understanding, improved visualization of abstract material, and increased student motivation and engagement. The use of this interactive technology had a positive impact on all indicators of mathematical literacy. These findings suggest that GeoGebra Classroom is an effective tool for enhancing mathematical literacy, and further research with larger and more diverse samples is recommended to strengthen and expand upon these results.
Geogebra Classroom For Overcoming Epistemological Obstacles And Enhancing Mathematical Literacy: A Bruner Perspective Theory Raisatunnisa; Suryadi, Didi; Fatimah, Siti; Priatna, Nanang; Chen, Jihe; Wicaksono, Agung
Koordinat Jurnal MIPA Vol. 7 No. 1 (2026): (On Process)
Publisher : Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/koordinat.v7i1.205

Abstract

This study investigates how GeoGebra Classroom supports students in overcoming epistemological obstacles and enhancing mathematical literacy in learning exponents through Bruner’s representational approach. This qualitative phenomenological study involved 30 eighth-grade students from a junior high school in Gowa Regency, South Sulawesi, with 12 students purposively selected for learning sessions using GeoGebra Classroom. Three students representing low, medium, and high mathematical abilities were interviewed in depth. The research instruments included observation sheets, interview guides, and documentation of student learning activities. Data were collected through participatory observation, semi-structured interviews, and document analysis, and were analyzed using thematic analysis techniques. The study explored students’ learning processes through enactive, iconic, and symbolic stages. The findings indicate that GeoGebra Classroom facilitates gradual and exploratory learning through concrete manipulation and visual representations, enabling students to develop a deeper understanding of exponent concepts. However, some students experienced difficulties when transitioning to symbolic representations. This study contributes to digital mathematics education by proposing an instructional model that integrates technological tools with representational learning theory to enhance conceptual understanding and strengthen students’ mathematical literacy.
Co-Authors Agung Wicaksono Chen, Jihe Didi Suryadi Nanang Priatna Nasir, Norma Siti Fatimah