Using of GeoGebra to Improve Mathematical

Reasoning with the Problem-Solving Method

D Kustiawati1, Y S Kusumah2, and T Herman3

{[email protected], [email protected], [email protected]}

Universitas Pendidikan Indonesia, Indonesia1,2,3

Abstract. This research aims to look at the use of GeoGebra in solving geometric
problems in life, especially to improve the mathematical reasoning abilities of high
school students. This quasi-experimental research with static comparison design involved
82 students from high Prior Mathematical Knowledge (PMK), moderate Prior
Mathematical Knowledge (PMK), and low Prior Mathematical Knowledge (PMK). The
instrument used in this research include the Prior Mathematical Knowledge test. Data
were analyzed by t-test. The result of the research shows that at high and low Prior
Mathematical Knowledge(PMK) levels there were no significant differences while at the
moderate Prior Mathematical Knowlege (PMK) level there were differences in students‘
mathematical reasoning abilities using GeoGebra in problem-solving learning.

Keywords: GeoGebra, mathematical reasoning, problem-solving method.

1 Introduction

Mathematical reasoning ability becomes an important part of learning mathematics at

every level of education. The reasoning is required to strengthen basic concepts and train
students' thinking processes and are the basis of mathematical understanding [1]. On the other
hand, based on the Trends Report in the International Mathematics and Science Study
(TIMSS) in 2011, Indonesian student‘s reasoning scores were 388. These results indicate that
Indonesian students' reasoning abilities are still relatively low compared to most countries
participating in TIMSS 2011 [2]. One branch of mathematics that require reasoning ability is
geometry.In learning geometry, students often struggle when they have to imagine abstract
objects. Many students also have difficulty in solving problems at the final calculation level by
connecting the previous concepts [3]. This shows that students' reasoning abilities in geometry
material tend to be weak.
To improve students' mathematical reasoning abilities, especially in geometry concepts,
changes and innovations are needed in learning geometry in the classroom.Many studies in
mathematics learning prove that the use of geometry software can help to learn geometry in
the classroom, especially to analyze and assist student difficulties in proof [4]. One software
that can be used is GeoGebra. GeoGebra is a dynamic mathematical software that combines
arithmetic, geometry, algebra, and calculus for all levels of education. The use of GeoGebra
can help students see abstract concepts, make connections, and discover mathematical
concepts [5].The use of GeoGebra in learning mathematics in the classroom should be
integrated with the appropriate learning methods. According to Majerek, GeoGebra can be
used in learning that is oriented to activity and problems [6]. One learning method that can be

ICTES 2018, November 21-22, Bali, Indonesia

Copyright © 2019 EAI
DOI 10.4108/eai.21-11-2018.2282227
used is a problem-solving method. Through problem-solving learning, students can acquire
ways of thinking, habits of persistence and curiosity and confidence in unfamiliar situations
[7].Based on the description above, the author was encouraged to conduct research that
focused on the use of GeoGebra to improve students' mathematical reasoning through
problem-solving methods.

2 Mathematical Reasoning, GeoGebra, and Problem Solving

2.1 Mathematical Reasoning

The definition of mathematical reasoning cannot be separated from the definition of

reasoning itself. The reasoning is a process for analyzing problems, finding solutions,
developing conjectures, and for testing the correctness of conjectures [8]. The reasoning is part
of the thinking that goes beyond the level of recall and includes basic thinking, critical
thinking, and creative thinking [9]. The reasoning is the process of concluding based on
principles and facts where someone draws new conclusions or evaluates known
conclusions.Reasoning about mathematical objects is referred to mathematical reasoning.
Mathematical reasoning is the basic ability required to understand mathematical concepts, use
flexible mathematical ideas and procedures, and to construct mathematical knowledge [10].

2.2 Software GeoGebra

GeoGebra is a dynamic mathematical software that combines Geometry, Algebra, and

Calculus [11]. According to [11] [12], this program can be used to improve students'
understanding of concepts that have been learned as well as a means to introduce or construct
new concepts. GeoGebra software is very useful for teachers and students. For teachers,
GeoGebra offers effective opportunities to create interactive learning media that allow
students to explore various mathematical concepts. It can also help teachers improve students'
understanding of mathematical concepts and procedures because this software offers
mathematical functions such as symbols, graphics, and more [13] [14]. GeoGebra facilitates
interactive exploration to encourage students to be actively involved in the learning process
[15]. Teaching mathematics becomes explorative where students can see directly and directly
the relationship between analytic representation and visual, mathematical concepts.

2.3 Problem Solving Method

Problem-solving is a teaching method used by the teacher in the learning process which
includes the ability to search for information, analyze situations, and identify problems with
the aim of producing alternatives so that they can take action to reach the goal [16]. According
to Polya in Silver, Mathematical problem solving is a way to solve mathematical problems
using mathematical reasoning (mathematical concepts) that have been mastered before
[17].Problem-solving is an activity where students are faced with conditions that do not have
clear or routine solutions, so they must act according to the situation and involve various
mental processes and behaviors to get solutions. [18] Pólya lays out a problem-solving
heuristic thatrelies heavily on a repertoire of experience. He summarizes the four-stepprocess
of his heuristic as follows: Understanding the Problem, Devising a Plan, Carrying Out the
Plan, and Looking Back[19]

3 Methodology

The design used in this quasi-experimental study was a nonequivalent control group
design, the treatment involving the experimental and control groups was given the initial test
(pretest) and the final test (posttest) given the Previous Mathematics Knowledge test. The
subjects in this study were grade XII students of State High Schools in Central Jakarta,
Indonesia. Because students at that age are able to follow the learning given by the teacher
well, so the level of thinking has begun to shift from concrete to abstract, to identify students'
initial mathematical abilities before participating in computer laboratory learning activities
and initial mathematical abilities before research. The experimental class consisted of 41
students, 8 students in the high Prior Mathematical Knowledge (PMK) category, 25 students
in the moderate Prior Mathematical Knowledge (PMK) category and 8 low Prior
Mathematical Knowledge categories. The control class consisted of 41 students, 8 students in
the high prior mathematical Knowledge (PMK) category, 26 students in the moderate Prior
Mathematical Knowledge (PMK) category and 7 students in the low Prior Mathematical
Knowledge (PMK) category. The datasets of this research is accestable at:
(https://mfr.osf.io/render?url=https://osf.io/6akgr/?action=download%26mode=render).

3.1 Mathematical Reasoning Test

The Mathematical Reasoning Ability (MRA) instrument in this study has gone through
the validity and reliability tests of experts and students. the validity of the Mathematical
Reasoning Ability (MRA) instrument shows a valid statement with a reliability coefficient of
0.771. The MRA test is used to measure students' initial skills before being treated using
Geogebra + Problem Solving learning and ordinary learning. The Mathematical Reasoning
Ability test consists of mathematical material tests related to the material used by researchers
in this study. Based on table 1, a grouping of high Prior Mathematical Knowledge (PMK)
categories, moderate Prior Mathematical Knowledge (PMK) and low Prior Mathematical
knowledge (PMK) are as follows:

Table 1. Student Grouping Criteria

Criteria Student group

Prior Mathematical Knowledge ≤ 72.25 Low
72.25 ≤ Prior Mathematical Knowledge<88.33 Moderate
Prior Mathematical Knowledge< 88.33 High
 Indicators of mathematical reasoning abilities used in this research include:

Table 2. Mathematical Reasoning Ability Indicators

Mathematical
Variables Reasoning Mathematical Reasoning Indicators
Aspects
1 2 3
Integrate some knowledge and make connections between
Transductive ideas for explanation of models, facts, properties,
relationships or patterns
Mathematical Analyze situations mathematically through a process of
Analogy
Reasoning analogy by paying attention to similarities and differences
Perform a generalization process to look at causal
Generalization relationships, to make decisions, and to test hypotheses
and scientific investigations

3.2 Techniques of Data Analysis

Data is processed from the student posttest results towards the achievement of student
MRA. The results of these achievements are processed by descriptive and inferential statistical
analysis. The statistical analysis used was t-test and Mann-Whitney test with a significant
0.05. The population in this study were all students of class XII in one of the State High
Schools in Jakarta. Samples are a subset of the population whose characteristics are really
investigated. Data provided by samples can be used for estimate the overall data on the
population. Characteristics of class XII in one The State High School in Jakarta is receiving
the same learning material and they learn math with the same amount. The sample from this
study is two classes that selected by Cluster Random Sampling techniques. Each one is chosen
randomly to be determined to be experimental class and control class.

4 Result and Discussion

The descriptive statistics ofstudents' mathematical reasoning abilities based on the Prior
Mathematical Knowledge (PMK) category are as follows:

Table 3. Descriptive Statistics of Reasoning Ability Based on Prior Mathematical Knowledge

Ideal GBG+PS Class Conventional Class

PMK
Score N xmin xmaks 𝑥̅ Sd N xmin xmaks 𝑥̅ Sd
High 9 0.38 0.73 0.58 0.15 8 0.27 0.75 0.61 0.16
Moderate 24 24 0.21 0.86 0.47 0.03 26 0.19 0.19 0.54 0.14
Low 8 0.19 0.73 0.42 0.17 7 0.00 0.00 0.22 0.27
 Table 3 shows that the achievement of the average mathematical reasoning ability of
students who get gbg + ps learning is better than students who get conventional learning. the
results of student’s reasoning ability based on high Prior Mathematical Knowledge (PMK)
categories, moderate Prior Mathematical Knowledge (PMK) and low Prior Mathematical
Knowledge (PMK) must meet the difference test requirements between students who worked
under Geogebra + Problem Solving learning and students who worked under regular learning.
From normality test, the results shows that the data are normal not homogenous for group of
low PMK.Tables 4 shows the result of t-test with a significant 0.05 using t-test and t‘-test.
The hypothesis are: there is no significant difference in the improvement of mathematical
reasoning abilities between students who get geogebra assisted geometry learning and students
who obtain conventional mathematics learning in terms of the overall students. To test the
statistical hypothesis is formulated as follows:

Table 4. Test Differences of Students' Mathematical Reasoning Abilities

PMK Level t df Sig. Conclusion

High -0.97 14 0.17 Ho Accepted
Moderate 1.87 50 0.03 Ho Rejected
Low 1.76 13 0.05 Ho Accepted
H0: Means of two group is same

Based on table 4, it can be concluded that the ability of mathematical reasoning based on
Prior Mathematical Knowledge (PMK) is obtained as follows, 1) At high and low PMK levels
there is no significant difference in mathematical reasoning ability between students who get
learning with geogebra and problem-solving method and students who get conventional
mathematics learning in terms of high, medium and low groups; 2) At the PMK level there are
differences in mathematical reasoning abilities of students who get learning with geogebra and
problem-solving method is better than students who get conventional mathematics learning in
terms of high, medium and low groups.
The following tables presentes the results of Geogebra + Problem Solving class students'
work with conventional class students on 3-dimensional geometry problems:
“Borobudur Temple is one of Indonesia's valuable and famous cultural assets. Maybe, this
tourism destination is not something new for you. But do you know the size of the temple?
Apparently, the temple building area is 123m x 123m with a building height of 34.5 m and has
1460 reliefs, 504 Archa Buddha, and 72 stupas. Borobudur Temple has 10 levels (symbolizing
the ten levels of Bodhisattva that must be passed to reach perfection to become Buddha)
consisting of 6 levels in a square, 3 round circular shapes, and a main stupa as a peak. What is
the angle at the top of the temple?“
Answer:

Figure 1.The work results of Geogebra +

Problem Solving Figure 2. The work results of conventional class
Class student student

Students of the GBG+PS class and conventional classes were both asked to solve problem
1 where students were asked to determine the angle at the top of the Borobudur temple. There
is an equation in the final answer given if the number is rounded to the closest unit. There are
also some differences in ways to solve problems. Based on figure 1. it can be seen that
students can easily determine the size of the angle at the top of the temple, while based on
figure 2. it can be seen that students need a long stage to find a solution to the problem given.
Students also need help with a calculator because this problem involves quite complex
numbers. The temple illustrations drawn by the GBG-PS class students are clearly illustrated
while the temple illustrations drawn by conventional class students are less clear. This shows
that the use of GeoGebra can make it easier for teachers and students to solve 3-dimensional
geometry problems in real life.

5 Conclusion

The results showed that at high and low Prior Mathematical Knowledge (PMK) levels
there were no significant differences while at the moderate Prior Mathematical Knowledge
(PMK) level there were differences in mathematical reasoning abilities of students using
GeoGebra in problem-solving learning so it could be concluded that using of GeoGebra could
be used to improve students' mathematical reasoning abilities especially students with Prior
Mathematical Knowledge (PMK) is being this research also shows that GeoGebra can be used
to solve Three-dimensional geometry problems that exist in the real world.
For further research, GeoGebra can be used to improve other mathematical abilities and
be applied with different learning strategies.The use of GeoGebra is recommended for use by
teachers in geometry learning especially in three-dimensional material to improve learning
outcomes of students who have a value of initial reasoning ability. In addition, related
agencies can hold training on using GeoGebra for math teachers so that the benefits of using
GeoGebra can be felt by many students.
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