The Integration of Dynamic Geometry Software in Guided Discovery Learning: Is It Effective in Improving Students’ Mathematical Critical Thinking Skills?
DOI:
https://doi.org/10.21831/jrpm.v13i1.96814Keywords:
Dynamic Geometry Software, Guided Discovery Learning, Mathematical Critical Thinking SkillsAbstract
This study examines the effectiveness of integrating DGS into the GDL model to improve students’ mathematical critical thinking skills. The study used a quantitative approach with a quasi-experimental pretest–posttest control group design. The sample consisted of 115 ninth-grade students from two junior high schools in Tasikmalaya, Indonesia, divided into an experimental group (56 students) and a control group (59 students). The experimental group received instruction through Guided Discovery Learning integrated with Dynamic Geometry Software for eight sessions using Geometer’s Sketchpad, while the control group received instruction commonly applied in schools. The instrument was a mathematical critical thinking test validated by experts and tested for reliability through a pilot study. Data were analyzed using ANOVA. The results showed a significant difference in improvement between the experimental and control groups (p < 0.001) with a partial eta squared of 0.199, indicating a large effect. These findings indicate that integrating DGS within the GDL model effectively enhances students’ mathematical critical thinking skills
References
Agus, I. (2019). Efektivitas guided discovery menggunakan pendekatan kontekstual ditinjau dari kemampuan berpikir kritis, prestasi, dan self-efficacy. Jurnal Riset Pendidikan Matematika, 6(2), 120–132. https://doi.org/10.21831/jrpm.v6i2.14517
Amiyani, R., & Widjajanti, J. B. (2018). The Excellence of Guided Discovery Learning on Mathematical Knowledge-Based, Skill-Based, and Attitude. Journal of Physics: Conference Series, 1097(1). https://doi.org/10.1088/1742-6596/1097/1/012145
Arifin, S., Wahyudin, W., & Herman, T. (2020). The effects of contextual group guided discovery learning on students’ mathematical understanding and reasoning. Jurnal Prima Edukasia, 8(2), 106–114. https://doi.org/10.21831/jpe.v8i2.33059
Awalludin, S. A., & Adirakasiwi, A. G. (2021). The Effect Of Using Geometer’s Sketchpad SoftwareTowards Students’ Mathematical Communication Skills. International Journal of Educational Research & Social Sciences, 2(1), 202–206. https://doi.org/10.51601/ijersc.v2i1.34
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: a systematic evidence map. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-019-0176-8
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. In The SAGE Encyclopedia of Research Design. https://doi.org/10.4135/9781071812082.n600
Facione, P. A. (2023). Critical Thinking : What It Is and Why It Counts. Insight Assessment. https://insightassessment.com/wp-content/uploads/2023/12/Critical-Thinking-What-It-Is-and-Why-It-Counts.pdf
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3(February), 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Hernandez-de-Menendez, M., Escobar Díaz, C., & Morales-Menendez, R. (2020). Technologies for the future of learning: state of the art. International Journal on Interactive Design and Manufacturing, 14(2), 683–695. https://doi.org/10.1007/s12008-019-00640-0
Hwang, G.-J., & Tu, Y.-F. (2021). Roles and Research Trends of Artificial Intelligence in Mathematics Education: A Bibliometric Mapping Analysis and Systematic Review. MDPI, 9(584), 1–19. https://doi.org/10.1109/ICCMST54943.2021.00050
Ibili, E. (2019). The Use of Dynamic Geometry Software from a Pedagogical Perspective: Current Status and Future Prospects. Journal of Computer and Education Research, 7(14), 337–355. https://doi.org/10.18009/jcer.579517
Jonassen, D. H., Carr, C., & Yueh, H.-P. (1998). Computers as mindtools for engaging learners in critical thinking. TechTrends, 43(2), 24–32. https://doi.org/10.1007/bf02818172
Ma, Y. F. (2025). The effect of geometer sketchpad on secondary school students’ mathematical intelligence. Frontiers in Education, 10(July), 1–6. https://doi.org/10.3389/feduc.2025.1593901
Manurung, A. S., & Pappachan, P. (2025). The role of discovery learning in efforts to develop students’ critical thinking abilities. Journal of Education and Learning, 19(1), 46–53. https://doi.org/10.11591/edulearn.v19i1.21788
Noer, S. H. (2018). Model Guided Discovery: Alternatif untuk Meningkatkan Keterampilan Berpikir Kritis dan Disposisi Berpikir Kritis Sisw. Jurnal Riset Pendidikan Matematika, 5(1), 108–115. https://doi.org/http://dx.doi.org/10.21831/jrpm.v5i1.16809
Noverianto, B., Agoestanto, A., Dewi, N. R., & Mariani, S. (2024). Meta Analysis: The Effect of The Geogebra Applet-Assisted Discovery Learning Model on Students’ Mathematical Problem Solving Ability in Geometry Material. Mathline : Jurnal Matematika Dan Pendidikan Matematika, 9(2), 331–346. https://doi.org/10.31943/mathline.v9i2.604
Permatasari, D., & Nurhanurawati, N. (2021). Analysis of Critical Thinking Ability in Solving Linear Programming Problems in terms of Students’ Self-Concepts. Kreano, Jurnal Matematika Kreatif-Inovatif, 12(2), 335–352. https://doi.org/10.15294/kreano.v12i2.31356
Ramidha, N. F., Shodikin, A., & Abdullah, A. H. (2025). The Effect of Dynamic Geometry Software-Based Interactive Media with the RME Approach in Improving Critical Thinking on the Rotation Topic. Jurnal Pendidikan Progresif, 15(3), 1640–1652. https://doi.org/10.23960/jpp.v15i3.pp1640-1652
Samura, A. O., Juandi, D., & Darhim. (2020). Improving mathematical critical thinking skills through problem-based learning. Journal of Physics: Conference Series, 1521(3). https://doi.org/10.1088/1742-6596/1521/3/032102
Segal, R., Oxman, V., & Stupel, M. (2021). Using Dynamic Geometry Software to Enhance Specialized Content Knowledge: Pre-Service Mathematics Teachers’ Perceptions. International Electronic Journal of Mathematics Education, 16(3), em0647. https://doi.org/10.29333/iejme/11065
Siregar, T. (2025). The Effectiveness of the Discovery Learning Model in Enhancing Students’ Mathematical Problem-Solving Skills. 0–20. https://doi.org/10.20944/preprints202510.1549.v1
Widodo, S. A., Wulandari, I., Ayuningtyas, A. D., Pusporini, W., Kusuma, D. A., & Dwipriyoko, E. (2025). What kind of Relation and Function Worksheet Based Tri-N improve Critical Thinking Skills? Kreano, Jurnal Matematika Kreatif-Inovatif, 16(2), 291–312. https://doi.org/10.15294/nv2dyy08
Yohannes, A., & Chen, H. L. (2023). GeoGebra in mathematics education: a systematic review of journal articles published from 2010 to 2020. Interactive Learning Environments, 31(9), 5682–5697. https://doi.org/10.1080/10494820.2021.2016861
Zhu, F., & Xu, B. (2023). The Role of Dynamic Geometry Software in Teacher–Student Interactions: Stories from Three Chinese Mathematics Teachers. Sustainability (Switzerland), 15(9). https://doi.org/10.3390/su15097660
Ziatdinov, R., & Valles, J. R. (2022). Synthesis of Modeling, Visualization, and Programming in GeoGebra as an Effective Approach for Teaching and Learning STEM Topics. Mathematics, 10(3). https://doi.org/10.3390/math10030398
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Jurnal Riset Pendidikan Matematika
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Riset Pendidikan Matematika by http://journal.uny.ac.id/index.php/jrpm/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
