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Kalamatika: Jurnal Pendidikan Matematika

Volume 8, No. 1, April 2023, pages 93-106

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EFFECT OF GEOGEBRA TOWARDS STUDENTS’

INDEPENDENT LEARNING IN MATHEMATICS

Suci Nuryati1, Reflina Reflina2

1 Universitas Islam Negeri Sumatra Utara, Jl. William Iskandar, Sumatera Utara,

Indonesia

ciya2611@gmail.com
2 Universitas Islam Negeri Sumatra Utara, Jl. William Iskandar, Sumatera Utara,

Indonesia

reflina@uinsu.ac.id

ABSTRACT

Mathematics learning independence can vary among students, with some showing greater initiative than others.

This study analyzed the level of independence in learning quadratic functions among junior high school

students who were using the GeoGebra application. The study involved 36 Year 9 students and employed a

qualitative descriptive method. Data collection techniques included a questionnaire containing 30 positive and

negative statements with eight indicators to determine how students respond to independent learning in

mathematics using the GeoGebra application. The study found that using the GeoGebra application had a

positive impact on learning mathematics, specifically in quadratic functions.

ARTICLE INFORMATION

Keywords Article History

Learning independent

GeoGebra

Mathematics

Submitted Apr 3, 2023

Revised Apr 21, 2023

Accepted Apr 23, 2023

Corresponding Author

Reflina

Universitas Muhammadiyah Semarang

Jl. William Iskandar, Sumatera Utara, Indonesia

Email: reflina@uinsu.ac.id

How to Cite

Nuryati, S., & Reflina, R. (2023). Effect Of Geogebra Towards Students’ Independent

Learning In Mathematics. Kalamatika: Jurnal Pendidikan Matematika, 8(1), 93-106.

https://doi.org/10.22236/KALAMATIKA.vol8no1.2023pp93-106

INTRODUCTION

Learning independence refers to pupils' ability to develop a positive learning attitude and

self-regulation skills during the learning process (Rahayu & Aini, 2021). Similarly, Zamnah

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94 KALAMATIKA, Volume 8, No. 1, April 2023, pages 93-106

(2017) asserted that learning independence involves knowing effective learning strategies and

how and when to use them, enabling students to regulate their learning effectively.

The attitude of student learning independence in solving a problem applied in

mathematics learning is an important thing to do (Basir et al., 2021). This relates to what is

needed in life to be more productive. In addition, in fostering an attitude of independent

learning in students, they can solve a mathematical problem using their reasoning (Basir et al.,

2021). In addition, motivation to solve a math problem independently is not easy, so the role

of students’ social environment is very influential in reducing the difficulties experienced by

students in solving mathematical problems independently.

The social environment in which a student lives plays a critical role in shaping their

learning process. In cases where the environment is not conducive to learning, it can hinder

the student's progress. Thus, it becomes necessary to encourage or facilitate technology that

directs students toward independent learning, fosters useful contributions, and increases their

awareness while carrying out assignments (Belland, 2016). To promote the development of

independent learning attitudes, cognitive structures, and successful learning outcomes,

students require support in the form of scaffolding (Kusumadewi & Kusmaryono, 2019). In

addition, the ability to guide conjectures to each student in solving a mathematical problem is

also important (Maharani & Subanji, 2018).

Some assistance provided by scaffolding is tailored to the needs of students in a

structured way to improve students' cognitive, including in the form of one-to-one scaffolding

(between teachers and students), peer scaffolding (fellow students), and computer-based

scaffolding (technology assistance) (Belland & Axelrod, 2019). One form of scaffolding

assistance is through a well-designed GeoGebra Application, assisting students in

manipulating images when visualizing mathematics teaching materials (Basir et al., 2021).

The GeoGebra Application was created by a mathematician and programmer, Markus

Honenwarter, in 2001 (Khasanah & Nugraheni, 2022). GeoGebra is also an open-source math

program that is dynamic (Rahadyan & Halimatussa’diah, 2020). Accordingly, GeoGebra also

plays an essential role in connecting geometry and algebra (Basir & Maharani, 2017).

The GeoGebra Application offers significant advantages as a technology-based teaching

tool for learning quadratic functions, particularly in graphing quadratic functions. Using

laptops or Android devices with the GeoGebra Application, students can explore and

Nuryati & Reflina 95

manipulate quadratic function graphs, which fosters an attitude of independent learning. Self-

regulated learning involves planning and self-monitoring cognitive and affective processes in

completing an academic task, which is a key aspect of developing independent learning

attitudes (Basir et al., 2021).

Harding et al. (2019) and Panadero (2017) have proposed several indicators of learning

independence, such as taking learning initiatives, identifying learning needs, setting learning

goals, perceiving learning difficulties as challenges, utilizing learning resources, selecting and

applying learning strategies, evaluating learning outcomes, and having a positive self-concept.

In addition, Hendriana Heris and Rohaeti Eti Euis (2018) have emphasized the importance of

both soft and hard skills in promoting learning independence, namely: 1) students have the

initiative in learning; 2) students have a habit of examining the needs of learning; 3) students

can set their own goals or targets in learning; 4) students can see that learning difficulties are a

challenge; 5) students can search for and utilize relevant sources; 6) students can choose and

apply learning strategies; 7) evaluate the process and learning outcomes; 8) have self-

efficacy/self-concept/self-ability. In line with these indicators, this study aimed to investigate

whether the use of GeoGebra can enhance Year 9 students' learning independence in graphing

quadratic functions. Specifically, we hypothesized that students who use the GeoGebra

application would demonstrate higher learning initiative, goal-setting, resource utilization, and

self-evaluation levels than those who manually draw quadratic function graphs. The GeoGebra

application is expected to facilitate students' ability to graph quadratic functions more quickly

and independently.

METHOD

This study employed a descriptive qualitative method. Narpila & Nababan (2022) argued that

descriptive qualitative investigations aim to describe in depth the events that occur in the study

subjects. It is a type of research where the conclusions obtained cannot be quantified by statistical

methods or other tools (Jusra & Luthfiyah Aulia Iskandar, 2020). This study was conducted on 36 Year

9 students at one of the junior high schools in Medan, Indonesia. This research was conducted in

February 2023. The descriptive method used in this study aimed to analyze students' independence in

learning mathematics related to quadratic functions assisted by the GeoGebra Application. The

instrument was a questionnaire on a learning independence scale consisting of 8 indicators (Hendriana

Heris, Rohaeti Eti Euis, 2018), distributed using a Google form. The questionnaire comprised 30

positive and negative statements with four response options: Strongly Agree (SA), Agree (A), Disagree

96 KALAMATIKA, Volume 8, No. 1, April 2023, pages 93-106

(D), and Strongly Disagree (SD). This includes positive and negative phrases, each with a unique

assessment score. Table 1 contains the results of the questionnaire assessment.

Table 1. Math Learning Independence Scale

Category
Scale

Negative Positive

Strongly Agree 1 4

Agree 2 3

Disagree 3 2

Strongly Disagree 4 1

(Jumiati et al., 2019)

After the learning independence questionnaire data was collected, the next step was that the

researchers analyzed the data from the learning independence questionnaire using the percentage

formula in Microsoft Excel. A modified Likert scale that does not contain a "doubtful" answer is used

for assessment in this study. Alifia & Pradipta (2021) asserted that the "doubtful" answer is not used to

make it easier and more focused in producing answers from respondents.

Microsoft Excel was used to calculate data that was previously ordinal and converted into

interval data based on the following percentage formula from Sudijono (Maryuliana et al., 2016).

P = (1)

Description:

P= The percentage of answers

f= Frequency

N= the number of respondents

From each indicator of the presentation value calculated, the values are grouped based on the

criteria. Table 2 presents the criteria of the mathematics learning independence scale (Ali & Asrori in

Khodijah & Setiawan, 2020).

Table 2. Criteria for Mathematics Learning Independence Scale
Percentage Group Results

75.01 – 100.00 Very good

50.01 – 75.00 Good

25.01 – 50.00 Good enough

0.01 – 25.00 Not so good

RESULT AND DISCUSSION

The results of this study are the accumulated scale of mathematics learning

independence of Year 9 students after learning the Quadratic Function using GeoGebra. The

Nuryati & Reflina 97

study was carried out based on a learning independence survey which contains eight indicators

(Hendriana Heris, Rohaeti Eti Euis, 2018). The learning process in a Year 9 class was carried

out face-to-face, where educators combined manual learning followed by GeoGebra, with

students drawing and calculating the peak points of the quadratic function graph using

GeoGebra. The results obtained from the percentage of mathematics learning independence in

the quadratic function material can be seen in Table 3.

Table 3. The Percentage of Students' Mathematics Learning Independence Attitude Scale

No Indicators
Number of

questions

Total

Score
Percentage Notes

1 Learning initiative 4 362 62.8% Good

2 Analyzing the learning needs 4 375 65.1% Good

3 Setting the learning goals 5 482 66.9% Good

4 Understanding difficulties as

challenges

4 413 71.7% Good

5 Using and finding relevant

information

3 256 59.3% Good

6 Choosing and implementing a

learning strategy

4 357 62.0% Good

7 Evaluating the process and results

of studying

2 227 78.8% Very good

8 Self-efficacy/Self-concept/ Self-

ability

4 386 67.0% Good

Total 30 2858 66.7% Good

Table 3 indicates that the Year 9 students' average percentage of responses to the

questionnaire on their attitude towards learning quadratic functions with the assistance of

GeoGebra reveals their learning independence to be good (66.7%). However, the results also

indicate that students still require more guidance from educators in finding study materials

independently, as evident from the lowest percentage in the fifth indicator (59.3%). On the

other hand, the highest percentage is seen in the seventh indicator (78.8%), indicating that

students are capable of reflecting on their learning and making necessary improvements.

Figure 1 provides a detailed breakdown of the percentage for each indicator of learning

independence.

98 KALAMATIKA, Volume 8, No. 1, April 2023, pages 93-106

Figure 1. The Percentage of Students' Mathematics Learning Independence Attitude Scale

Figure 1 presents the analysis results of student learning independence questionnaire

data obtained using the percentage formula in Microsoft Excel, and from each indicator, the

calculated percentage is grouped based on the criteria in Table 2.

Figure 2 describes the results of students' answers on the mathematics learning

independence scale on the quadratic function assisted by the GeoGebra.

Figure 2. Percentage of Learning Initiatives

Nuryati & Reflina 99

The descriptive analysis in Figure 2 shows that the learning initiative indicator contains

student responses, where 12% of students strongly agreed when the teacher conveys material

using the GeoGebra application, then 54% of other students agreed that there is a learning

initiative when GeoGebra assists students' mathematics learning. While the other 30%

disagreed because they needed teacher assistance when drawing the graph of the quadratic

function using the GeoGebra application, and 4% strongly disagreed because they did not

understand the material presented by the teacher. Regarding learning initiative, students'

learning independence in mathematics can be categorized as good. Students must, however,

continue to develop their learning independence on this indication and their initiative and

sense of responsibility in the learning process to become accustomed to solving their

difficulties without the assistance of others. This is in line with Amalia et al. (2018), who

stated that students could take the initiative, handle any problems that arise and foster student

confidence in doing various things without the help of others by implementing independent

learning.

Figure 3. The percentage of analyzing the learning needs

Figure 3 shows that 16% of students strongly agreed that they diagnose learning needs

on quadratic function graphs using Geogebra, and 54% agreed because diagnosing learning

needs is necessary for mathematics learning. Another 27% disagreed because some students

were unable to find out the weaknesses in themselves when learning, and 4% strongly

disagreed because they had not been able to sort out what material should be relearned. The

percentage on this indicator shows that diagnosing student learning needs in the GeoGebra

during the learning process is categorized as good. This finding agrees with Ambiyar et al.

(2020) that the indicators for diagnosing learning needs could be seen when students know

100 KALAMATIKA, Volume 8, No. 1, April 2023, pages 93-106

which math topic should be re-studied, what anxiety about their deficiencies in learning

mathematics, and when determining the math topic to be re-studied.

Figure 4. The percentage of setting learning goals

Based on the results of the data in Figure 4, 21% of students strongly agreed with
setting learning goals/learning targets in mathematics learning assisted by GeoGebra, and 54%

agreed on this matter. However, 22% of students disagreed with setting learning goals/learning

targets because some students could not set their learning goals/targets during the learning

process. This statement is reinforced by the opinions of students who say they strongly

disagreed with making learning targets while learning math (3%). The indicator of setting

student learning goals/targets in learning mathematics assisted by GeoGebra can be

categorized as good. Accordingly, independent learning will positively impact students'

intelligence and ability to understand complicated problems, define learning goals, choose the

sources they want to use, and apply their learning strategies (Aisah, 2018).

Figure 5. The percentage of understanding difficulties as challenges

Nuryati & Reflina 101

The results of the descriptive analysis of the percentage of student responses in Figure 5

indicate that 24% of students strongly agreed, seeing that the difficulty in working on

quadratic function graphs using GeoGebra is a challenge; this is also reinforced by the

opinions of others students (60%) who agree. However, some also said they disagreed with the

statement (14%). This is because many students think learning math is difficult, so most

students are easily discouraged in the face of difficulties. Likewise, 2% strongly disagreed

with the statement. From the percentage of indicators of seeing learning difficulties as a

challenge, students' learning independence is classified as good.

Figure 6. The percentage of finding and using relevant information

Figure 6 shows that 16% of students strongly agreed with utilizing and finding relevant

sources in learning, and 42% agreed. Besides, some students disagreed (36%). This can

happen because some students do not understand that it is very important to look for or utilize

relevant sources before learning begins. Likewise, 6% strongly disagreed with the statement.

From the percentage of indicators of utilizing and finding relevant sources, students' learning

independence is classified as good. In line with this, Fajriyah et al. (2019) explained that all

student efforts which can be carried out independently by seeking various learning information

from learning sources other than teachers are independent learning. However, these

percentages show no obvious difference between students who disagreed, which means that

student learning independence must be improved.

102 KALAMATIKA, Volume 8, No. 1, April 2023, pages 93-106

Figure 7. The percentage of choosing and implementing a learning strategy

Further analysis In Figure 7 shows that 16% of students strongly agree with the

statement of choosing and applying learning strategies; this is also reinforced by the opinions

of 43% who agreed. However, 39% of students disagreed because many students do not think

it is necessary to choose a learning strategy that will be used before learning takes place.

Likewise, 3% strongly disagreed with the statement. From the percentage of indicators

choosing and applying learning strategies, it can be categorized as good. This is consistent

with Aisah (2018), who found that independent learning will benefit students' intelligence and

that they will be able to define learning goals, choose the sources they will use, and use

methods of learning.

Figure 8. The percentage of Evaluating the process and results of learning

Furthermore, Figure 8 shows that 33% of students strongly agreed and 43% agreed to

evaluate the learning of quadratic function graphs using Geogebra on the learning process and

results because, in mathematics learning, it is necessary to evaluate. While the other 7%

disagreed because they did not understand the material presented by the teacher. From this

Nuryati & Reflina 103

indicator of evaluating the learning process and results, learning independence in learning

mathematics can be categorized as very good.

Figure 9. The percentage of Self-Efficacy/Self-concept/ Self-ability

Figure 9 shows that 31% of students strongly agreed they have self-efficacy/self-

concept/self-ability in graphing quadratic functions using the GeoGebra Application, and 43%

agreed. However, 22% disagreed with the statement because some students are not confident

in their abilities, and 4% strongly disagreed. A student's independent learning gives them the

self-confidence to solve difficulties independently (Rahayu & Aini, 2021). Based on the

percentage of indicators of self-efficacy/self-concept/self-ability, it can be seen as good.

CONCLUSION

This study concludes that students learning independence is good. Details of these

categories can be seen in Indicator 1: good learning initiatives (62.8%); Indicator 2:

diagnosing the need for good learning (65.1%); Indicator 3: preparing good learning

objectives (66.9%); Indicator 4: viewing difficulties as a challenge (71.7%); Indicator 5:

utilizing and looking good relevant sources (59.3%); Indicator 6: choosing and implementing

a good learning strategy (62,0%); Indicator 7: evaluating excellent learning processes and

outcomes (78.8%) and Indicator 8 good self-efficacy/self-concept/self-ability (67.0%).

ACKNOWLEDGMENTS

The researchers thank the researcher’s parents for always supporting and praying for

success in writing this article. We also thank Mrs. Reflina, M.Pd as the supervisor and the

Principal of the Cerdas Murni Middle School in Tembung, Medan, and Mrs. Fadliyani, M.Pd,

who had helped the researchers in carrying out this research. Finally, we thank friends who

have encouraged the researcher to finish this research.

104 KALAMATIKA, Volume 8, No. 1, April 2023, pages 93-106

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