Pengembangan pembelajaran matematika berbantuan geogebra dalam geometri untuk meningkatkan kemampuan berpikir kritis: implikasi teoritis dan praktis
Abstract
Purpose: This study aims to describe the investigation process of plane geometry and evaluate the effectiveness of GeoGebra in enhancing critical thinking skills and overcoming cognitive barriers in minimum triangle perimeter problems. Design/methodology/approach: A qualitative descriptive approach was employed involving 26 undergraduate mathematics education students at the University of Bengkulu. Data were gathered through investigative performance tasks (paper-pencil and GeoGebra-based) and an 18-item response questionnaire covering cognitive, psychomotor, and affective domains. Findings: GeoGebra significantly reduced problem-solving time from 120 minutes (via inaccurate manual methods) to 30 minutes with precise logical argumentation. Students demonstrated mastery of dynamic construction features, although 60% required guidance in establishing systematic initial strategies. Practical implications: These findings offer operational strategies for educators to integrate dynamic technology as scaffolding to mitigate mathematics anxiety and foster student learning autonomy. Originality/value: This study contributes uniquely by providing a comparative analysis of cognitive efficiency between manual and digital methods in complex geometry investigation tasks within higher education.
Purpose: Penelitian ini bertujuan mendeskripsikan proses investigasi geometri bidang dan mengevaluasi efektivitas penggunaan GeoGebra dalam meningkatkan kemampuan berpikir kritis serta memecahkan hambatan kognitif pada masalah keliling segitiga minimum. Design/methodology/approach: Menggunakan metode deskriptif kualitatif dengan subjek 26 mahasiswa S1 Pendidikan Matematika Universitas Bengkulu. Data dikumpulkan melalui unjuk kinerja investigasi (metode tulis-tangan dan GeoGebra) serta angket respon 18 item yang mencakup aspek kognitif, psikomotorik, dan afektif. Findings: GeoGebra secara signifikan mereduksi waktu penyelesaian masalah dari 120 menit (metode manual yang tidak akurat) menjadi 30 menit dengan argumentasi logis yang tepat. Mahasiswa menunjukkan penguasaan fitur konstruksi dinamis meski 60% masih memerlukan bimbingan dalam menentukan strategi awal yang sistematis. Practical implications: Hasil ini memberikan strategi operasional bagi pendidik untuk mengintegrasikan teknologi dinamis sebagai perancah (scaffolding) guna menurunkan kecemasan matematika dan meningkatkan kemandirian belajar mahasiswa. Originality/value: Studi ini memberikan kontribusi unik melalui analisis perbandingan efisiensi kognitif antara metode manual dan digital dalam tugas investigasi geometri kompleks pada tingkat pendidikan tinggi.
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