A Systematic Review: Use of GeoGebra in Mathematics Learning at Junior High School in Indonesia and Japan
Abstract
The aim of this research is to analyze the implementation of GeoGebra in mathematics learning at junior high school in Indonesia and Japan. This research examines systematic literature reviews using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method with articles indexed by Web of Science (WoS) and Scopus from 2010 to 2024. The research findings show that; (1) most publicized use of Geogebra begins in 2022; (2) the topic most frequently used in research related to the application of GeoGebra in Indonesia and Japan is geometric transformation; (3) the highest percentage of student perspective analysis results in Indonesia is 25% with the experience, reflect and explain aspects, each of which consists of 6 topics (triangular properties, geometric transformation, matrix operations, cylinders, perform set operations and different parts of a circles); (4) the highest percentage of student perspective analysis results in Japan is 38% with the experience aspect consisting of 6 topics (square roots, quadratic function, triangle similarity condition, inverse of inscribed angle theorem, quadratic equation and Pythagorean theorem). It is hoped that this research can provide input for using GeoGebra in mathematics learning in these two countries, because GeoGebra not only helps students understand mathematical concepts better, but also facilitates more interesting and interactive learning.
Tujuan dari penelitian ini untuk menganalisis implementasi penggunaan GeoGebra pada pembelajaran matematika SMP di Indonesia dan Jepang. Penelitian ini mengkaji tinjauan literatur sistematik menggunakan metode Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) dengan artikel yang terindeks WoS dan Scopus dari rentang tahun 2010 hingga 2024. Temuan penelitian menunjukkan bahwa; (1) penggunaan Geogebra paling banyak dipublikasikan dimulai pada tahun 2022; (2) topik yang paling sering digunakan dalam penelitian terkait penerapan GeoGebra di Indonesia dan Jepang yaitu transformasi geometri; (3) persentase tertinggi hasil analisis perspektif siswa di Indonesia yaitu 25% dengan aspek experience, reflect, dan explain yang masing-masingnya terdiri dari 6 topik (triangular properties, geometric transformation, matrix operation, cylinder, perform set operations dan different parts of a circle); (4) persentase tertinggi hasil analisis perspektif siswa di Jepang yaitu 38% dengan aspek experience yang terdiri dari 6 topik (square roots, quadratic function, triangle similarity condition, inverse of inscribed angle theorem, quadratic equation dan theorem pythagoras). Penelitian ini diharapkan dapat memberikan masukan untuk menggunakan GeoGebra pada pemebelajaran matematika di kedua negara tersebut, karena GeoGebra bukan hanya membantu siswa dalam memahami konsep matematika secara lebih baik, tetapi juga memfasilitasi pembelajaran yang lebih menarik dan interaktif.
Keywords
Full Text:
PDFReferences
Alison, C. W., Robutti, O., & Thomas, M. (2020). Teaching with Digital Technology. ZDM - Mathematics Education, 52(7), 1223–1242. https://doi.org/10.1007/s11858-020-01196-0
Amalia, S. R., Purwaningsih, D., Widodo, A. N. A., & Fasha, E. F. (2020). Model Problem Based Learning Berbantuan GeoGebra dan Model Realistic Mathematics Education terhadap Representasi Matematis Siswa ditinjau dari Gaya Kognitif. Jurnal Elemen, 6(2), 157–166. https://doi.org/10.29408/jel.v6i2.1692
Aprianto, I., Mahdayeni, M., Herliani, P., Iswanto, I., & Gelileo, M. A. (2023). Management of Education Utilizing Technology for Schools in Southeast Asia. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 15(1), 549–558. https://doi.org/10.37680/qalamuna.v15i1.4037
Arends, R. I. (2012). Learning To Teach (9th ed). Mc Graw-Hill Companies, Inc.
Azizah, A. N., Kusmayadi, T. A., & Fitriana, L. (2021). The Effectiveness of Software GeoGebra to Improve Visual Representation Ability. IOP Conference Series: Earth and Environmental Science, 1808(1). https://doi.org/10.1088/1742-6596/1808/1/012059
Basarir-Ozel, B., Turker, H. B., & Nasir, V. A. (2022). Identifying the Key Drivers and Barriers of Smart Home Adoption: A Thematic Analysis from the Business Perspective. Sustainability (Switzerland), 14(15), 1–19. https://doi.org/10.3390/su14159053
Bedada, T. B., & Machaba, F. (2022a). The effect of GeoGebra on STEM students learning trigonometric functions. Cogent Education, 9(1), 1–19. https://doi.org/10.1080/2331186X.2022.2034240
Bedada, T. B., & Machaba, M. F. (2022b). Investigation of student’s perception learning calculus with GeoGebra and cycle model. Eurasia Journal of Mathematics, Science and Technology Education, 18(10), 1–19. https://doi.org/10.29333/ejmste/12443
Bwalya, D. (2019). Influence of Geogebra on Students’ Achievement in Geometric Transformations and Attitude towards Learning Mathematics with Technology. Journal of Education and Practice, 10(13), 25–36. https://doi.org/DOI: 10.7176/JEP
Castro, W. F., Durango-Urrego, J. H., & Pino-Fan, L. R. (2021). Preservice Teachers’ Argumentation and Some Relationships to Didactic-Mathematical Knowledge Features. Eurasia Journal of Mathematics, Science and Technology Education, 17(9), 1–20. https://doi.org/10.29333/ejmste/11139
Chytas, C., Van Borkulo, S. P., Drijvers, P., Barendsen, E., & Tolboom, J. (2023). Computational Thinking in Secondary Mathematics Education using GeoGebra: Results from a Design Study. In Digital Experiences in Mathematics Education (Issue 0123456789). Springer International Publishing. https://doi.org/10.1007/s40751-024-00141-0
Clark, I., Nae, N., & Arimoto, M. (2020). Education for Sustainable Development and the “Whole Person” Curriculum in Japan. In Oxford Research Encyclopedia of Education (Issue August). https://doi.org/10.1093/acrefore/9780190264093.013.935
Courtney, M., Karakus, M., Ersozlu, Z., & Nurumov, K. (2022). The influence of ict use and related attitudes on students’ math and science performance: multilevel analyses of the last decade’s pisa surveys. Large-Scale Assessments in Education, 10(1), 1–26. https://doi.org/10.1186/s40536-022-00128-6
Dahal, N., Pant, B. P., & Shrestha, D. (2019). Integration of Geogebra in Teaching and Learning Geometric Transformation. Journal of Mathematics and Statistical Science, 5(December 2019), 323–332. https://www.researchgate.net/publication/354776485
Dahal, N., Pant, B. P., Shrestha, I. M., & Manandhar, N. K. (2023). Use of GeoGebra in High School Mathematics: A Case of Geometric Transformation for Teaching and Learning. Recent Progress in Science and Technology Vol. 1, 13(1), 66–81. https://doi.org/10.9734/bpi/rpst/v1/4476f
Dewantara, A. H., Setiawati, F. A., & Saraswati, S. (2023). Towards Numeracy Literacy Development: a Single-Case Study on the Use of the Living Book Homeschooling Model. Infinity Journal, 12(2), 225–242. https://doi.org/10.22460/infinity.v12i2.p225-242
Dewi, S. L. (2022). Pengaruh Pembelajaran Berbasis Permainan pada Pendidikan dan Perkembangan Anak Usia Dini. Aulad: Journal on Early Childhood, 5(2), 313–319. https://doi.org/10.31004/aulad.v5i2.346
Dhungana, H. L. (2023). Journeying Towards Transformative Mathematics Teacher through Critical Self-Reflection. Academic Journal of Mathematics Education, 6(1), 71–80. https://doi.org/10.3126/ajme.v6i1.63800
Dikovic, L. (2009). Implementing dynamic mathematics resources with geogebra at the college level. International Journal of Emerging Technologies in Learning, 4(3), 51–54. https://doi.org/10.3991/ijet.v4i3.784
Gough, D., Thomas, J., & Oliver, S. (2012). Clarifying differences between review designs and methods. Systematic Reviews, 1(28), 1–9.
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3(February), 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Handican, R., Nasution, E. Y. P., Ananda, A., Gistituati, N., & Rusdinal, R. (2023). Understanding The Duality of Mathematics Education Paradigms: A Comparative Review of Learning Methods In Indonesia And Japan. Mathline : Jurnal Matematika Dan Pendidikan Matematika, 8(3), 921–936. https://doi.org/10.31943/mathline.v8i3.473
Harron, J. R., Jin, Y., Hillen, A., Mason, L., & Siegel, L. (2022). Maker Math: Exploring Mathematics through Digitally Fabricated Tools with K–12 In-Service Teachers. Mathematics, 10(17). https://doi.org/10.3390/math10173069
Hideyo, E. (2016). A Lesson Plan for Junior High School Mathematics Incorporating Active Learning. Tokyo: Meiji Tosho Publishing.
Horita, T., & Nagahama, T. (2023). A Perspective from Educational Technology Research Trends in Individualization of Learning in Elementary and Secondary Education in Japan. Information and Technology in Education and Learning, 3(1), Inv-p004-Inv-p004. https://doi.org/10.12937/itel.3.1.inv.p004
Ilmi, M. K., Syaifuddin, M., Susanti, R. D., & Ummah, S. K. (2022). Analysis of critical thinking and communication skills in geometric transformation problem solving using TransGeo application. Jurnal Riset Pendidikan Matematika, 9(2), 147–161. https://doi.org/10.21831/jrpm.v9i2.48925
Ishartono, N., Nurcahyo, A., Waluyo, M., Razak, R. A., Sufahani, S. F., & Hanifah, M. (2022). GeoGebra-based flipped learning model: An alternative panacea to improve student’s learning independency in online mathematics learning. Journal of Research and Advances in Mathematics Education, 7(3), 178–196. https://doi.org/10.23917/jramathedu.v7i3.18141
Ju, H., Park, H., Jung, E. Y., & Paik, S.-H. (2022). Proposal for a STEAM education program for creativity exploring the roofline of a hanok using GeoGebra and 4Dframe. Thinking Skills and Creativity Journal, 45, 101062. https://doi.org/https://doi.org/10.1016/j.tsc.2022.101062
Komatsu, K., & Jones, K. (2020). Interplay between Paper-and-Pencil Activity and Dynamic-Geometry-Environment Use during Generalisation and Proving. Digital Experiences in Mathematics Education, 6(2), 144–144. https://doi.org/10.1007/s40751-020-00072-6
Komatsu, K., & Jones, K. (2022). Generating mathematical knowledge in the classroom through proof, refutation, and abductive reasoning. Educational Studies in Mathematics, 109(3), 567–591. https://doi.org/10.1007/s10649-021-10086-5
Kustiawati, D., & Siregar, N. (2022). Problem-solving with Geogebra: How the relationship between reasoning and communication in mathematics. AIP Conference Proceedings, 2577, 1–5. https://doi.org/10.1063/5.0096136
Lavicza, Z., Weinhandl, R., Prodromou, T., Anđić, B., Lieban, D., Hohenwarter, M., Fenyvesi, K., Brownell, C., & Diego-Mantecón, J. M. (2022). Developing and Evaluating Educational Innovations for STEAM Education in Rapidly Changing Digital Technology Environments. Sustainability (Switzerland), 14(7237), 1–15. https://doi.org/10.3390/su14127237
Maamin, M., Maat, S. M., & Iksan, Z. H. (2021). Analysis of the factors that influence mathematics achievement in the ASEAN countries. Cypriot Journal of Educational Sciences, 16(1), 371–389. https://doi.org/10.18844/cjes.v16i1.5535
Machromah, I. U., Purnomo, M. E. R., & Sari, C. K. (2019). Learning calculus with geogebra at college. Journal of Physics: Conference Series, 1180(1), 1–12. https://doi.org/10.1088/1742-6596/1180/1/012008
Marfuah, M., Suryadi, D., Turmudi, T., & Isnawan, M. G. (2022). Providing Online Learning Situations for In-Service Mathematics Teachers’ External Transposition Knowledge During COVID-19 Pandemic: Case of Indonesia. Electronic Journal of E-Learning, 20(1), 69–84. https://doi.org/10.34190/ejel.20.1.2388
Miyazaki, M., Kimiho, C., Katoh, R., Arai, H., Ogihara, F., Oguchi, Y., Morozumi, T., Kon, M., & Komatsu, K. (2012). Potentials for Spatial Geometry Curriculum Development with Three-Dimensional Dynamic Geometry Software in Lower Secondary Mathematics. International Journal for Technology in Mathematics Education, 19(2), 73–79.
Ngwabe, A., & Felix, C. (2020). Using GeoGebra to Address Students’ Misconceptions about the Transformation of Algebraic Hyperbola Functions. African Journal of Research in Mathematics, Science and Technology Education, 24(3), 348–360. https://doi.org/10.1080/18117295.2020.1854494
Nzaramyimana, E., Mukandayambaje, E., Iyamuremye, L., Hakizumuremyi, V., & Ukobizaba, F. (2021). Effectiveness of GeoGebra towards Students’ Active Learning, Performance and Interest to Learn Mathematics. International Journal of Mathematics and Computer Research, 09(10), 2423–2430. https://doi.org/10.47191/ijmcr/v9i10.05
Page, M. J., Moher, D., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., Mcdonald, S., … Mckenzie, J. E. (2021). PRISMA 2020 explanation and elaboration: Updated guidance and exemplars for reporting systematic reviews. The BMJ, 372, 1–36. https://doi.org/10.1136/bmj.n160
Parums, D. V. (2021). Editorial: Review articles, systematic reviews, meta-analysis, and the updated preferred reporting items for systematic reviews and meta-analyses (PRISMA) 2020 Guidelines. Medical Science Monitor, 27, 1–3. https://doi.org/10.12659/MSM.934475
Patsiomitou, S. (2023). Developing and Managing Knowledge through the Eyes of the Young Learner: ‘Alive’ Manipulatives before Abstract Notions. International Journal of Scientific and Management Research, 06(03), 18–40. https://doi.org/10.37502/ijsmr.2023.6302
Prieto-González, J. L., Gutiérrez-Araujo, R. E., Arredondo, E. H., & Montecino, A. (2023). Contradictions in the learning of Euclidean constructions with GeoGebra by pre-service mathematics teachers. Journal of Mathematics Teacher Education, 0123456789. https://doi.org/10.1007/s10857-023-09606-2
Priyono, S., & Hermanto, R. (2017). Peningkatan kemampuan koneksi matematik peserta didik menggunakan model problem based learning (PBL) dengan berbantuan Software Geogebra. Jurnal Penelitian Pendidikan Dan Pengajaran Matematika, 3(1), 39–44.
Ramírez-Uclés, R., & Ruiz-Hidalgo, J. F. (2022). Reasoning, Representing, and Generalizing in Geometric Proof Problems among 8th Grade Talented Students. Mathematics, 10(789), 1–21. https://doi.org/10.3390/math10050789
Riswanto, A., Joko, Boari, Y., Taufik, M. Z., Kabanga’, T., Irianto, Farid, A., Kurniati, Y., Karuru, P., Sa’dianoor, Ayunda, N., Irmawati, & Ifadah, E. (2023). Metodologi Penelitian Ilmiah (Panduan Praktis Untuk Penelitian Berkualitas). In PT Sonpedia Publishing Indonesia (Issue December). Sukabumi: PT Sonopedia Publishing Indonesia.
Setiawan, A., Muhtadi, A., & Hukom, J. (2022). Blended Learning and Student Mathematics Ability in Indonesia: A Meta-Analysis Study. International Journal of Instruction, 15(2), 905–916. https://doi.org/10.29333/iji.2022.15249a
Setiawan, H., Fitriani, N., & Sabandar, J. (2022). Development of Junior High School Mathematics Teaching Materials Assisted By Geogebra Software With a Contextual Approach To Improve Mathematical Creative Thinking. MaPan: Jurnal Matematika Dan Pembelajaran, 10(2), 219–311. https://doi.org/10.24252/mapan.2022v10n2a3
Silwana, A., & Qohar, A. (2022). Development of Articulate Storyline and GeoGebra-Based Interactive Learning Media on the Topic of Tube Surface Area. AIP Conference Proceedings, 2566, 1–9. https://doi.org/10.1063/5.0114340
Siswanto, D. H., Alghiffari, E. K., & Setiawan, A. (2024). Analysis of Electronic Student Worksheets Matrix Requirements Using a PBL Flipbook Model to Stimulate Critical Thinking Skills. Asian Journal of Assessment in Teaching and Learning, 14(1), 36–44. https://doi.org/https://doi.org/10.37134/ajatel.vol14.1.4.2024
Siswanto, D. H., & Peni, N. R. N. (2023). Publication Trend on the Plomp Development Model in Mathematics Education. Asian Pendidikan, 3(2), 71–80. https://doi.org/10.53797/aspen.v3i2.9.2023
Sitopu, J. W., Khairani, M., Roza, M., Judijant, L., & Aslan. (2024). The Importance Of Integrating Mathematical Literacy in the Primary Education Curriculum: A Literature Review. International Journal of Teaching and Learning (INJOTEL), 2(1), 121–134.
Sunzuma, G. (2023). Technology integration in geometry teaching and learning: A systematic review (2010-2022). Lumat, 11(3), 1–18. https://doi.org/10.31129/LUMAT.11.3.1938
Suratno, J., & Waliyanti, I. K. (2023). Integration of GeoGebra in Problem-Based Learning to Improve Students’ Problem-Solving Skills. International Journal of Research in Mathematics Education, 1(1), 63–75. https://doi.org/10.24090/ijrme.v1i1.8514
Tamam, B., & Dasari, D. (2021). The use of Geogebra software in teaching mathematics. Journal of Physics: Conference Series, 1882(1), 1–7. https://doi.org/10.1088/1742-6596/1882/1/012042
Tejera, M., Rivas, F. M., & Lavicza, Z. (2022). Scissors, Cardboard and GeoGebra: Technology as instruments, not only as artefacts. Proceedings of the Asian Technology Conference in Mathematics, 383–390.
Thomas, A. O., & Adebowale, A. M. (2023). Geogebra Software: Synergy That Improves Performance in Geometry Learning in Ogbomoso Education Zone of Oyo State. African Journal of Education and Practice, 9(4), 1–14. https://doi.org/10.47604/ajep.2194
Tong, D. H., Uyen, B. P., Kieu, H. T. D., & Ngan, L. K. (2021). The effectiveness of using GeoGebra software in mathematics classrooms: A case study of teaching continuous functions in high schools. Journal of Hunan University …, 48(9), 256–268. http://jonuns.com/index.php/journal/article/view/742
Utami, M. C., Jahar, A. S., & Zulkifli, Z. (2021). Tinjauan Scoping Review Dan Studi Kasus. RADIAL : Jurnal Peradaban Sains, Rekayasa Dan Teknologi, 9(2), 152–172. https://doi.org/10.37971/radial.v9i2.231
Uwurukundo, M. S., Maniraho, J. F., & Tusiime, M. (2020). GeoGebra integration and effectiveness in the teaching and learning of mathematics in secondary schools: A review of literature. African Journal of Educational Studies in Mathematics and Sciences, 16(1), 1–13. https://doi.org/10.4314/ajesms.v16i1.1
Weinhandl, R., Houghton, T., Lindenbauer, E., Mayerhofer, M., Lavicza, Z., & Hohenwarter, M. (2021). Integrating Technologies Into Teaching and Learning Mathematics at the Beginning of Secondary Education in Austria. Eurasia Journal of Mathematics, Science and Technology Education, 17(12), 1–15. https://doi.org/10.29333/EJMSTE/11428
Ye, H., Liang, B., Ng, O. L., & Chai, C. S. (2023). Integration of Computational Thinking in K-12 Mathematics Education: A Systematic Review on CT-Based Mathematics Instruction and Student Learning. International Journal of STEM Education, 10(3), 1–26. https://doi.org/10.1186/s40594-023-00396-w
Yerizon, Fatimah, S., & Tasman, F. (2021). Development of a geogebra-assisted calculus worksheet to enhance students’ understanding. International Journal of Information and Education Technology, 11(10), 456–463. https://doi.org/10.18178/ijiet.2021.11.10.1550
Yildiz, E., & Arpaci, I. (2024). Understanding pre-service mathematics teachers’ intentions to use GeoGebra: The role of technological pedagogical content knowledge. Education and Information Technologies, 1–22. https://doi.org/10.1007/s10639-024-12614-1
Yorganci, S. (2018). A study on the views of graduate students on the use of GeoGebra in mathematics teaching. European Journal of Education Studies, 4(8), 63–78. https://doi.org/10.5281/zenodo.1272935
Yuan, Z., Liu, J., Deng, X., Ding, T., & Wijaya, T. T. (2023). Facilitating Conditions as the Biggest Factor Influencing Elementary School Teachers’ Usage Behavior of Dynamic Mathematics Software in China. Mathematics, 11(6). https://doi.org/10.3390/math11061536
Ziatdinov, R., & Valles, J. R. (2022). Synthesis of Modeling, Visualization, and Programming in GeoGebra as an Effective Approach for Teaching and Learning STEM Topics. Mathematics, 10(3). https://doi.org/10.3390/math10030398
Zulnaidi, H., Oktavika, E., & Hidayat, R. (2020). Effect of use of GeoGebra on achievement of high school mathematics students. Education and Information Technologies, 25(1), 51–72. https://doi.org/10.1007/s10639-019-09899-y
DOI: http://dx.doi.org/10.21043/jpmk.v7i1.26201
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Editorial and Administration Office:
Jurnal Pendidikan Matematika (Kudus)
Tadris Matematika, Tarbiyah Faculty, Institut Agama Islam Negeri Kudus
Jl. Conge Ngembalrejo Po Box 51, Kudus, Jawa Tengah, Indonesia, Kode Pos: 59322
Email: jpm@iainkudus.ac.id