Improving Students’ Mathematical Reasoning Abilities Through Social Cognitive Learning Using GeoGebra
International Journal of Emerging Technologies in Learning (Online)
; 17(18):118-135, 2022.
Article
in English
| ProQuest Central | ID: covidwho-2055560
ABSTRACT
There have been many studies on technology-supported learning based on cognitive theory in the literature. However, little is known about GeoGebra-assisted social cognitive learning in supporting students' reasoning abilities for online learning during the COVID-19 pandemic. This study aims to examine and analyze the differences in the improvement of students' mathematical reasoning abilities who follow GeoGebra-assisted social cognitive learning (Geo-SCL) and GeoGebra-assisted problem-based learning (Geo-PBL). This study used a quantitative method with a quasi-experimental nonequivalent pre-test post-test control-group design. The sample consisted of 70 students from XI SMA Negeri 8 in Bandung, Indonesia. Before and after therapy, research data were collected using a mathematical reasoning test consisting of 5 essay questions. Paired sample t-test analysis and independent t-test were used to answer the research hypothesis. The results of the study concluded that students who studied with Geo-SCL obtained a higher increase in mathematical reasoning abilities than students who studied with Geo-PBL, with the criteria for improving abilities in both classes being in the moderate category. Research findings related to the application of Geo-SCL can be an alternative learning model in online learning situations.
Full text:
Available
Collection:
Databases of international organizations
Database:
ProQuest Central
Language:
English
Journal:
International Journal of Emerging Technologies in Learning (Online)
Year:
2022
Document Type:
Article
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