UPSI Digital Repository (UDRep)
|
|
|
Abstract : Universiti Pendidikan Sultan Idris |
Penggunaan alat digital dapat meningkatkan kemahiran dan strategi yang sangat relevan dalam bidang matematik, seperti penyelesaian masalah dunia nyata. Perisian GeoGebra membolehkan pelajar mempelajari subjek abstrak, seperti geometri, algebra dan kalkulus secara interaktif. Tujuan kajian ini adalah bagi mengenalpasti peranan perisian Geogebra dalam pendidikan matematik. Kajian yang dibincangkan dalam penulisan ini adalah tinjauan literatur sistematik (SLR) berkaitan peranan perisian Geogebra dalam pencapaian pelajar bagi pembelajaran matematik yang telah diterbitkan dalam lingkungan 5 tahun yang lepas. Kajian ini menggunakan protokol Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) bagi menganalisis artikel daripada Web of Science (WoS) dan Scopus. Dapatan kajian menunjukkan bahawa sebahagian besar artikel menggunakan pendekatan kuantitatif. Dapatan kajian berdasarkan negara menunjukkan bahawa negara Malaysia paling banyak melakukan kajian berkaitan perisian Geogebra dalam Matematik. Selain daripada itu, dapatan kajian juga menunjukkan bahawa penggunaan perisian Geogebra dapat meningkatkan pencapaian, pemahaman konsep, motivasi, kemahiran visualisasi, penglibatan, minat, keupayaan pemikiran kritis, penaakulan matematik dan penyelesaian masalah. |
References |
Abdullah, A. H., Misrom, N. S., Kohar, U. H., Hamzah, M. H., Ashari, Z. M., Ali, D. F., Samah, N. A., Tahir, L. M., & Rahman, S. N. (2020). The effects of an inductive reasoning learning strategy assisted by the GeoGebra software on students’ motivation for the functional graph II topic. IEEE Access, 8, 143848–143861. doi:10.1109/access.2020.3014202 Adelabu, F. M., Makgato, M., & Ramaligela, M. S. (2019). The Importance of Dynamic Geometry Computer Software on Learners’ Performance in Geometry. The Electronic Journal of e-Learning, 17(1): 52-63 Alabdulaziz, M. S., Aldossary, S. M., Alyahya, S. A., & Althubiti, H. M. (2020). The effectiveness of the GeoGebra programme in the development of academic achievement and survival of the learning impact of the mathematics among secondary stage students. Education and Information Technologies, 26(3), 2685–2713. doi:10.1007/s10639-020-10371-5 Almeqdadi, F. (2005). The Effect of Using the Geometer’s Sketchpad (Gsp) on Jordanian students’ understanding some geometrical concepts. International Journal for Mathematics Teaching and Learning, 43, 1-14. Antohe, V. (2009). Limits of educational soft GeoGebra in a critical constructive review. Annals. Computer Science Series, 7(1), 47–54 Arbain, N., & Shukor, N. A. (2015). The effects of GeoGebra on students’ achievement. Procedia-Social and Behavioral Sciences, 172, 208–214. doi:10.1016/j.sbspro.2015.01.356 Baye, M. G., Ayele, M. A., & Wondimuneh, T. E. (2021). Implementing Geogebra integrated with multi-teaching approaches guided by the APOS theory to enhance students’ conceptual understanding of limit in Ethiopian universities. Heliyon, 7(5). doi:10.1016/j.heliyon.2021.e07012 Birgin, O., & Acar, H. (2020). The effect of computer-supported collaborative learning using GeoGebra software on 11th grade students’ mathematics achievement in exponential and logarithmic functions. International Journal of Mathematical Education in Science and Technology, 1–18. doi:10.1080/0020739x.2020.1788186 Bray, A., & Tangney, B. (2017). Technology usage in mathematics education research - A systematic review of recent trends. Computers & Education, 114, 255-273. doi:10.1016/j.compedu.2017.07.004 Bree, R. T., & Gallagher, G. (2016). Using Microsoft Excel to code and thematically analyse qualitative data: a simple, cost-effective approach. All Ireland Journal of Higher Education, 8(2). Chang, C.-Y., & Bhagat, K. K. (2015). Incorporating GeoGebra into geometry learning-a lesson from India. EURASIA Journal of Mathematics, Science and Technology Education, 11(1). doi:10.12973/eurasia.2015.1307a Chan, K. K., & Leung, S. W. (2014). Dynamic geometry software improves mathematical achievement: Systematic review and meta-analysis. Journal of Educational Computing Research, 51(3), 311–325. doi:10.2190/EC.51.3.c Crompton, H., & Burke, D. (2015). Research trends in the use of mobile learning in mathematics. International Journal of Mobile and Blended Learning (IJMBL), 7(4): 1–15. del Cerro Velázquez, F., & Morales Méndez, G. (2021). Application in augmented reality for learning mathematical functions: A study for the development of spatial intelligence in Secondary Education Students. Mathematics, 9(4), 369. doi:10.3390/math9040369 Diaz-Nunja, L., Rodríguez-Sosa, J., & Lingán, S. K. (2018). Enseñanza de la geometría con el software GeoGebra en estudiantes secundarios de institución educative en Lima. Propósitosy Representaciones, 6(2), 217–234. doi:10.20511/pyr2018.v6n2.251 Effandi Zakaria. (2009). Promoting cooperative learning in science and mathematics education: A Malaysian perspective. Colección Digital Eudoxus 22, 35-39 Fabian, K., Topping, K. J., & Barron, I. G. (2016). Mobile technology and mathematics: effects on students’ attitudes, engagement, and achievement. Journal of Computers in Education, 3, 77–104. doi:10.1007/s40692-015-0048-8 Fatmawati Mohd Deris. (2007). Penggunaan Hamparan Elektronik Dalam Pengajaran Graf Fungsi Di Kalangan Pelajar Tingkatan Lima. Tesis Universiti Malaya. Gough, D., Thomas, J., & Oliver, S. (2012). Clarifying differences between review designs and methods. Systematic Reviews, 1(1). doi:10.1186/2046-4053-1-28 Greefrath, G., & Siller, H.-S. (2018). GeoGebra as a tool in modelling processes. Uses of Technology in Primary and Secondary Mathematics Education, 363–374. doi:10.1007/978-3-319-76575-4_21 Guest, G., MacQueen, K. M., & Namey, E. E. (2012). Applied Thematic Analysis. SAGE Gutiérrez, A., Jaime, A., & Gutiérrez, P. (2021). Networked analysis of a teaching unit for primary school symmetries in the form of an e-book. Mathematics, 9(8), 832. doi:10.3390/math9080832 Haciomeroglu, E. S., Bu, L., Schoen, R. C., & Hohenwarter, M. (2009). Learning to develop mathematics lessons with GeoGebra. MSOR Connections, 9(2), 24–26. Herawati, L., Studi, P., Matematika, P., & Siliwangi, U. (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 Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153, 103897. doi:10.1016/j.compedu.2020.103897 Hohenwarter, J., Hohenwarter, M., & Lavicza, Z. (2009). Introducing dynamic mathematics software to secondary school teachers: The case of GeoGebra. Journal of Computers in Mathematics and Science Teaching, 28(2), 135-146. Huppert, J., Lomask, S. M., & Lazarowitz, R. (2002). Computer simulations in the high school: Students' cognitive stages, science process skills and academic achievement in microbiology. International Journal of Science Education, 24(8), 803–821. doi:10.1080/09500690110049150 Hutkemri & Zakaria, E. (2010). The GeoGebra software in mathematic teaching. Proceeding international seminar comparative studies in education system between Indonesia and Malaysia. Rizqi Press Hutkemri, H., & Zamri, S. (2016). Effectiveness of geogebra on academic and conceptual knowledge: Role of students’ procedural knowledge as a mediator. The New Educational Review, 44(2), 153–164. doi:10.15804/tner.2016.44.2.12 Jamaludin, N. I., Shahimi, S., Bibi, L., & Hameed, M. (2020). Elemen kepercayaan sebagai teras sumbangan melalui pendanaan awam bertujuan kebajikan. Asian Journal of Accounting and Governance, 13, 55–65. doi:10.17576/ajag-2020-13-05 Jelatu, S., Sariyasa, & Ardana, I. M. (2018). Effect of GeoGebra-aided REACT strategy on understanding of geometry concepts. International Journal of Instruction, 11(4), 325–336. doi:10.12973/iji.2018.11421a. Jelatu, S., Sariyasa, S., & Ardana, I. M. (2020). Effect of geogebra-aided react strategy on understanding of geometry concepts. International Journal of Instruction, 11(4), 325–336. doi:10.12973/iji.2018.11421a Jia Ling, T., & Mohd Matore, M. E. @ E. (2021). The use of information and communication technology in the teaching and learning of mathematics: A systematic literature review. Jurnal Pendidikan Sains Dan Matematik Malaysia, 11(1), 45-59. doi:10.37134/jpsmm.vol11.1.5.2021 Joshi, D. D. (2020). Effect of using geogebra on eight grade students' understanding in learning linear equations. Academia.edu Khalil, M., Farooq, R. A., Çakıroğlu, E., Khalil, U., & Khan, D. M. (2018). The development of mathematical achievement in analytic geometry of grade-12 students through GeoGebra Activities. EURASIA Journal of Mathematics, Science and Technology Education, 14(4). doi:10.29333/ejmste/83681 Kim, K. M., & Md-Ali, R. (2017). Geogebra: Towards realizing 21st century learning in mathematics education. Malaysian Journal of Learning and Instruction. doi:10.32890/mjli.2017.7799 Keitel, C. (2003). Values in mathematics classroom practice: The students’ perspective. learners perspective study international research team. University of Melbourne, Australia Koh, L. L., Choy, S. K., Lai, K. L., Khaw, A. H. & Seah, A. H. (2008). Kesan pembelajaran kooperatif terhadap sikap dan pencapaian matematik bagi murid-murid sekolah rendah di sekitar bandar Kuching. Jurnal Penyelidikan 8(50-64), 50-64 Kohen, Z., Amram, M., Dagan, M., & Miranda, T. (2019). Self-efficacy and problem-solving skills in mathematics: The effect of instruction-based dynamic versus Static Visualization. Interactive Learning Environments, 1–20. doi:10.1080/10494820.2019.1683588 Liang, H.-N. & Sedig, K. (2010). Can Interactive Visualization Tools Engage and Support Pre- University Students in Exploring Non-Trivial Mathematical Concepts? Computers & Education, 54(4), 972-991. Lichti, M., & Roth, J. (2018). How to foster functional thinking in learning environments using computer-based simulations or real materials. Journal for STEM Education Research, 1(1-2), 148–172. doi:10.1007/s41979-018-0007-1 Linda, V., Xie, Y., & Han, M. (2018). Designing visually interactive learning modules to promote students’ critical thinking in Mathematics. 2018 IEEE Frontiers in Education Conference (FIE). https://doi.org/10.1109/fie.2018.8658568 Ljajko, E., Mihajlović, M., & Pavličić, Z. (2016). The hyperbola and Geogebra in high-school instruction. Teaching Mathematics and Computer Science, 8(2), 277–285. doi:10.5485/tmcs.2010.0265 Liburd, K. K., & Jen, H.-Y. (2021). Investigating the effectiveness of using a technological approach on students’ achievement in Mathematics–case study of a high school in a Caribbean country. Sustainability, 13(10), 5586. doi:10.3390/su13105586 Marzita Puteh & Rohaidah Masri. (2004). Geometer Sketchpad: Penggunaannya Dalam Pembelajaran Matematik Tambahan. Proceeding 2003 Regional Conference on Interating Technology in Mathematical Sciences, 193-203. Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The Prisma statement. PLoS Medicine, 6(7). doi:10.1371/journal.pmed.1000097 Mosese, N., & Ogbonnaya, U. I. (2021). GeoGebra and students’ learning achievement in trigonometric functions graphs representations and Interpretations. Cypriot Journal of Educational Sciences, 16(2), 827–846. doi:10.18844/cjes.v16i2.5685 Mushipe, M., & Ogbonnaya, U. I. (2019). Geogebra and grade 9 learners’ achievement in linear functions. International Journal of Emerging Technologies in Learning (IJET), 14(08), 206. doi:10.3991/ijet.v14i08.9581 Nuraeni, Z., & Rosyid, A. (2019). Implementation of index card match learning model with problem posing approach assisted by MATLAB software to improve students’ problem solving ability. Journal of Physics: Conference Series, 1179(1), 012074. doi:10.1088/1742-6596/1179/1/012074 Nurhayati, Palobo, M., Nur’aini, K. D., Natsir, I., Meirista, E., & Munfarikhatin, A. (2020). Implementation of software geogebra on triangles. Journal of Physics: Conference Series, 1569(4), 042068. doi:10.1088/1742-6596/1569/4/042068 Nurihan Nasir. (2005). Penggunaan Perisian Autograph Dalam Pengajaran Topik Graf Fungsi Kuadratik Di Kalangan Pelajar Tingkatan Empat. Tesis Universiti Pendidikan Sultan Idris Ocal, M. F. (2017). The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative. Higher Education Studies, 7(2), 67–78. Olsson, J., & Granberg, C. (2018). Dynamic software, task solving with or without guidelines, and learning outcomes. Technology, Knowledge and Learning, 24(3), 419–436. doi:10.1007/s10758-018-9352-5 Özyurt, Ö. Özyurt, H., Güven, B., & Baki, A. (2014). The effects of UZWEBMAT on the probability unit achievement of Turkish eleventh grade students and the reasons for such effects. Computers & Education, 75(1), 1–18. Pandey, P., & Pandey, M. M. (2015). Research methodology: tools and techniques. Obtenido de research methodology: tools and techniques: http://euacademic.org/BookUpload/9.pdf Ramadhani. (2017). Perbedaan peningkatan self efficacy matematis antara siswa yang mendapat pembelajaran penemuan terbimbing berbantuan geogebra dengan tanpa berbantuan Geogebra Di SMPN 22 Medan, Jurnal Pendidikan MIPA, 2(1), 159–165 Rincon, L.F. (2009). Designing Dynamic and Interactive Applications Using Geogebra Software. Kean University. ERIC Full text and Thesis Sadasue, T., Igi, S., Taniguchi, K., Ikeda, R., & Oi, K. (2016). Fracture behaviour and numerical study of resistance spot welded joints in high-strength steel sheet. Welding International, 30(8), 602 613. doi:10.1080/09507116.2016.1142187 Shadaan, P., & Leong, K. E. (2012, November 30). Effectiveness of using geogebra on students' understanding in learning circles. Malaysian Online Journal of Educational Technology Suffian, H. binti. (2005). Perisian Geometer's Sketchpad Sebagai Bahan Interaktif Dalam Pengajaran dan Pembelajaran Matematik: Ke Tangen kepada bulatan: Semantic scholar. Soliman, M. M., & Hilal, A. J. (2016). Investigating the effects of computer-assisted instruction on achievement and attitudes towards mathematics among seventh-grade students in Kuwait. The International Journal for Technology in Mathematics Education, 23(4), 145. Siswanto, R. D., & Kusumah, Y. S. (2017). Peningkatan kemampuan geometri spasial siswa smp melalui pembelajaran inkuiri terbimbing berbantuan geogebra. Jurnal Penelitian Dan Pembelajaran Matematika, 10(1). doi:10.30870/jppm.v10i1.1196 Supriadi, N., Kusumah, Y. S., Sabandar, J., & Afgani, J. D. (2014). Developing highorder mathematical thinking competency on hi gh school students’ through geo gebraassisted blended learning. Mathematical Theory and Modelling, 4(6), 57–66 Setyani, N. (2016). Efektivitas pembelajaran matematika dengan model CPS berbantuan Geogebra ditinjau dari prestasi belajar dan kreativitas siswa kelas VIII SMP PGRI Tegalsari Kabupaten Purworejo. Jurnal Pendidikan Matematikadan Sains, 5(7). Suweken, G. (2018). On the implementation of e-learning with Mathlet GeoGebra in analytic geometry course to improve students’ engagement and achievement. Journal of Physics: Conference Series, 1040, 012034. doi:10.1088/1742-6596/1040/1/012034 Tienken, C. H., & Wilson, M. J. (2007). The impact of computer assisted instruction on seventh-grade students' mathematics achievement. Planning and Changing, 38, 181-190. Turk, H. S., & Akyuz, D. (2016). The effects of using dynamic geometry on eighth grade students’ achievement and attitude towards triangles. Int J Technol Math Educ, 23(3), 95–102. Van der Kleij, F. M., Feskens, R. C., & Eggen, T. J. (2015). Effects of feedback in a computer-based learning environment on students’ learning outcomes: A meta-analysis. Review of Educational Research, 85(4), 475–511 Wassie, Y. A., & Zergaw, G. A. (2019). Some of the potential affordances, challenges and limitations of using GeoGebra in mathematics education. EURASIA Journal of Mathematics, Science and Technology Education, 15(8). doi:10.29333/ejmste/108436 Zaharin, F. Z., Abd Karim, N. S., Adenan, N. H., Md Junus, N. W., Tarmizi, R. A., Abd Hamid, N. Z., & Abd Latib, L. (2021). Gamification in mathematics: Students’ perceptions in learning perimeter and area. Jurnal Pendidikan Sains Dan Matematik Malaysia, 11, 72-80. doi:10.37134/jpsmm.vol11.sp.7.2021 Zulnaidi, H., & Oktavika, E. (2018). The effect of geogebra on students’ misconceptions of limit function topic. Jurnal Kurikulum & Pengajaran Asia Pasifik, 6(1), 1–6 Zulnaidi, H., & Syed Zamri, S. N. (2017). The effectiveness of the GeoGebra software: The intermediary role of procedural knowledge on students’ conceptual knowledge and their achievement in Mathematics. EURASIA Journal of Mathematics, Science and Technology Education, 13(6). doi:10.12973/eurasia.2017.01219a Zulnaidi, H., Oktavika, E., & Hidayat, R. (2019). Effect of use of geogebra on achievement of High School Mathematics Students. Education and Information Technologies, 25(1), 51–72. doi:10.1007/s10639-019-09899-y |
This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |