Effectiveness of Geogebra-Based Learning on Students’ Cognitive and Affective Participation in Mathematics
DOI:
https://doi.org/10.56294/saludcyt20252001Keywords:
GeoGebra, Mathematics Learning, Student Response, Learning InterestAbstract
Mathematics learning often poses significant challenges, particularly in sustaining student engagement and promoting deep conceptual understanding. To address these issues, this study explored the integration of interactive digital tools, specifically GeoGebra, into mathematics instruction. The primary objective was to evaluate the effectiveness of GeoGebra-based learning in enhancing students’ cognitive and affective engagement, focusing on the visualization of trigonometric function graphs. A quasi-experimental approach was employed, using a single-group pre-test and post-test design involving 20 students from SMA Negeri 1 Telukdalam. Data were gathered through classroom observations and structured questionnaires, assessing students’ cognitive, affective, and conative responses, as well as indicators of emotional engagement and curiosity. The results revealed that the use of GeoGebra significantly improved student enthusiasm and involvement, with an average effectiveness rate of 82%, categorized as “very effective.” The visually engaging and interactive features of GeoGebra contributed to increased comprehension and motivation among students. These findings align with constructivist learning theory and reinforce previous research highlighting the positive role of technology in enhancing mathematics education.
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Copyright (c) 2025 Maria Magdalena Zagoto , Edwin Musdi , I Made Arnawa , Ahmad Fauzan , Alwen Bentri , Oskah Dakhi (Author)
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The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.
