Improving students’ geometric mathematical problems through the GeoGebra-assisted '5E' learning cycle

Abstract

In this quasi-experimental study, a pre-test and post-test control group design was employed. A cluster random sampling technique was used to select 25 seventh-grade students from each group. The research collected data on students' mathematical prior knowledge through objective tests conducted before the learning process. To assess the impact of the GeoGebra-assisted 5E learning cycle, an essay test was administered at the conclusion of the learning process. The statistical analysis, performed using a t-test, indicates that the GeoGebra-assisted 5E learning cycle has a significant positive effect on students' comprehension of mathematical concepts (t = 16.50* and p = 0.0001). These findings suggest the potential of the GeoGebra-assisted 5E learning cycle as an alternative and effective learning model to enhance students' understanding of mathematical concepts, thus addressing a critical need in mathematics education. This study not only contributes to the growing body of research on innovative teaching methods but also underscores the potential of technology-assisted education in improving students' mathematical comprehension. The implications of this research extend beyond the classroom, highlighting the importance of modern pedagogical tools and strategies for promoting mathematical understanding in today's educational landscape.