Email this article The Effect of Dynamic Geometry Software-Based Interactive Media with the RME Approach in Improving Critical Thinking on the Rotation Topic
), Abdul Halim Abdullah(3)
| 
Country:
(1) Department of Mathematics Education, Universitas Negeri Surabaya, Indonesia
(2) Department of Mathematics Education, Universitas Negeri Surabaya, Indonesia
(3) School of Education, Universiti Teknologi Malaysia, Malaysia
Corresponding Author
10.23960/jpp.v15i3.pp1640-1652
| Metrics→ |
| Indexing Site→ |  |
 |
 |
 |
Copyright (c) 2025 Nur Fitriani Ramidha, Ali Shodikin
The Effect of Interactive Media Based on Dynamic Geometry Software with the RME Approach on Improving Critical Thinking in Rotation Material. Objectives: The goal of this research is to examine the effect of using interactive media on Dynamic Geometry Software (DGS), like GeoGebra, along with the Realistic Mathematics Education (RME) technique in improving students’ critical thinking on the topic of rotation in geometry. Methods: The study used both a quantitative approach and a quasi-experimental approach. There were 38 students from SMA Negeri 1 Olahraga Sidoarjo in East Java who took part in this study. The experimental class and the control class consist of 19 students each. The experimental group learned with GeoGebra-based interactive media and the RME method, while the control group learned more traditionally without technology and the RME method. A set of validated test questions was administered before and after the intervention to measure students’ critical thinking skills. Results: There was a significant difference between the two groups’ critical thinking skills. Students in the experimental class were much better at understanding, evaluating, and thinking about geometric rotation problems than students in the control class. Combining GeoGebra and RME helped students understand how rotation works in real life and made them more interested, active, and better at understanding, exploring, and using it in a meaningful way. Conclusion: The RME method and GeoGebra helped students think critically about geometry, especially rotation. These results support the idea that using technology in a way that makes learning mathematics more meaningful, like RME, can help students think more deeply. Teachers should think about using these kinds of strategies to help their students learn mathematics better.
Keywords: critical thinking, geogebra, quasi-experimental, RME, rotation.
Ahmad, N. I. N., & Junaini, S. N. (2020). Augmented reality for learning mathematics: a systematic literature review. International Journal of Emerging Technologies in Learning, 15(16), 106–122. https://doi.org/10.3991/ijet.v15i16.14961
Álvarez-Huerta, P., Muela, A., & Larrea, I. (2022). Disposition toward critical thinking and creative confidence beliefs in higher education students: The mediating role of openness to diversity and challenge. Thinking Skills and Creativity, 43, 101003. https://doi.org/10.1016/j.tsc.2022.101003
Benning, I., Linsell, C., & Ingram, N. (2023). Examining the changes in mathematics teachers’ technology dispositions through GeoGebra-mediated professional development. Asian Journal for Mathematics Education, 2(1), 42–63. https://doi.org/10.1177/27527263231163276
Benyamin, B., Qohar, A., & Sulandra, I. M. (2021). Analisis kemampuan berpikir kritis siswa sma kelas x dalam memecahkan masalah SPLTV [analysis of critical thinking skills of grade x high school students in solving SPLTV problems]. Jurnal Cendekia : Jurnal Pendidikan Matematika, 5(2), 909–922. https://doi.org/10.31004/cendekia.v5i2.574
Dolapcioglu, S., & Doğanay, A. (2022). Development of critical thinking in mathematics classes via authentic learning: an action research. International Journal of Mathematical Education in Science and Technology, 53(6), 1363–1386. https://doi.org/10.1080/0020739X.2020.1819573
Fauzan, A., Harisman, Y., Yerizon, Suherman, Tasman, F., Nisa, S., Sumarwati, Hafizatunnisa, & Syaputra, H. (2024). Realistic Mathematics Education (RME) to improve literacy and numeracy skills of elementary school students based on teachers’ experience. Infinity Journal, 13(2), 301–316. https://doi.org/10.22460/infinity.v13i2.p301-316
Fauzana, R., Dahlan, J. A., & Jupri, A. (2020). The influence of realistic mathematics education (RME) approach in enhancing students’ mathematical literacy skills. Journal of Physics: Conference Series, 1521(3). https://doi.org/10.1088/1742-6596/1521/3/032052
Hadi, S., Andriani, P., & Mahfudy, S. (2025). The effect of the implementation of realistic mathematics education assisted by geogebra on students' creative thinking skills at tarbiyatusshibyan islamic junior high school. Journal of Math Tadris, 5(1), 55-67. https://doi.org/10.55099/jurmat.v5i1.189
Hardiyanto, D., Asokawati, I., Majid, P. M., Maesaroh, A. T., & Nursyahidah, F. (2024). Learning reflection using realistic mathematics education assisted by geogebra software. Mathematics Education Journal, 18(1), 15–26. https://doi.org/10.22342/jpm.v18i1.pp15-26
Hidayat, N., & Suryadi, S. (2023). Improving student learning outcomes through the use of digital learning media. Jurnal Visi Ilmu Pendidikan, 15(1), 29-36. https://doi.org/10.26418/jvip.v15i1.54889
Iparraguirre-Villanueva, O., Paulino-Moreno, C., Chero-Valdivieso, H., Espinola-Linares, K., & Cabanillas-Carbonell, M. (2024). Integration of geogebra calculator 3d with augmented reality in mathematics education for an immersive learning experience. International Journal of Engineering Pedagogy, 14(3), 92–107. https://doi.org/10.3991/ijep.v14i3.47323
Ishartono, N., Nurcahyo, A., Waluyo, M., Prayitno, H. J., & Hanifah, M. (2022). Integrating GeoGebra into the flipped learning approach to improve students’ self-regulated learning during the COVID-19 pandemic. Journal on Mathematics Education, 13(1), 69–86. https://doi.org/10.22342/jme.v13i1.pp69-86
Kusumah, Y. S., Kustiawati, D., & Herman, T. (2020). The effect of GeoGebra in three-dimensional geometry learning on students’ mathematical communication ability. International Journal of Instruction, 13(2), 895–908. https://doi.org/10.29333/iji.2020.13260a
Laurens, T., Batlolona, F. A., Batlolona, J. R., & Leasa, M. (2018). How does realistic mathematics education (RME) improve students’ mathematics cognitive achievement? Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 569–578. https://doi.org/10.12973/ejmste/76959
Listiawati, N., Sabon, S. S., Siswantari, Subijanto, Wibowo, S., Zulkardi, & Riyanto, B. (2023). Analysis of implementing Realistic Mathematics Education principles to enhance the mathematics competence of slow learner students. Journal on Mathematics Education, 14(4), 683–700. https://doi.org/10.22342/jme.v14i4.pp683-700
Listyaningrum, P., Retnawati, H., Harun, & Ibda, H. (2025). Realistic mathematics education in digital era elementary schools: a systematic literature review. International Journal on Advanced Science, Engineering and Information Technology, 15(1), 67–74. https://doi.org/10.18517/ijaseit.15.1.20123
Lubis, S. Z., Mahdalena, M., & Zulmaulida, R. (2023). Design of mathematics learning framework based on the perspective of the Qur’an. Al-Khwarizmi : Jurnal Pendidikan Matematika Dan Ilmu Pengetahuan Alam, 11(2), 139–150. https://doi.org/10.24256/jpmipa.v11i2.2976
Matsha, V. (2025). Students’ intention to adopt a mother-tongue version of the dynamic mathematics software geogebra in their classrooms. Computers in the Schools, 1-17 https://doi.org/10.1080/07380569.2025.2459415
Murdiyanto, T., Wijayanti, D. A., & Sovia, A. (2023). Identify slow learners in math: case study in rural schools. International Journal of Interactive Mobile Technologies, 17(6), 45–61. https://doi.org/10.3991/ijim.v17i06.36903
Murni, A., Marsitin, R., & Fayeldi, T. (2022). Pengembangan LKPD berbasis discovery learning untuk meningkatkan kemampuan berpikir kritis matematis [development of discovery learning-based student worksheets to improve mathematical critical thinking skills]. Mathline : Jurnal Matematika Dan Pendidikan Matematika, 7(1), 1–18. https://doi.org/10.31943/mathline.v7i1.240
Nasrullah, A., Aminah, M., Umalihayati, Rahmadani, K., Widodo, S. A., & Husni, M. (2025). Blended learning in mathematic: the fusion of GeoGebra and Edmodo for enhanced problem-solving abilities. International Journal of Evaluation and Research in Education, 14(1), 423–432. https://doi.org/10.11591/ijere.v14i1.27713
Ndagijimana, J. B., Mukama, E., Lakin, L., Khan, S., Munyaruhengeri, J. P. A., Dushimimana, J. C., Habimana, O., Manirakiza, P., Musengimana, J., & Mushimiyimana, H. (2024). Contributions of GeoGebra software within the socio-cultural proximity on enhancing students’ conceptual understanding of mathematics. Cogent Education, 11(1), 2436296.. https://doi.org/10.1080/2331186X.2024.2436296
Palinussa, A. L., Molle, J. S., & Gaspersz, M. (2021). Realistic mathematics education: Mathematical reasoning and communication skills in rural contexts. International Journal of Evaluation and Research in Education, 10(2), 522–534. https://doi.org/10.11591/ijere.v10i2.20640
Putri, A. D., Juandi, D., & Turmudi. (2024). Realistic mathematics education and mathematical literacy: a meta-analysis conducted on studies in Indonesia. Journal of Education and Learning, 18(4), 1468–1476. https://doi.org/10.11591/edulearn.v18i4.21650
Putri, A., Nusantara, T., Purwanto, & As’ari, A. R. (2025). The contribution of critical thinking skills in rich mathematical problem completion: Insights from pre-service mathematics teachers. Eurasia Journal of Mathematics, Science and Technology Education, 21(2), em2581. https://doi.org/10.29333/ejmste/15931
Rahayu, E. G., Widodo, S. A., Al Masjid, A., & Jatmiko, J. (2024). Quality of geometry cards based on augmented reality to improve critical thinking skills in elementary students. Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika, 10(2), 241-255. https://doi.org/10.29407/jmen.v10i2.23561
Ramaliana, R., Fajriana, F., & Wulandari, W. (2024, January). Development of teaching modules for merdeka curriculum based on the realistic mathematics education (rme) approach integrated with geogebra software at Sman 1 Muara Batu. In Proceedings of Malikussaleh International Conference On Education, Social Humanities and Innovation (Miceshi) (Vol. 1, pp. 0067–0067). https://proceedings.unimal.ac.id/miceshi/article/view/561%0Ahttps://proceedings.unimal.ac.id/miceshi/article/download/561/499
Romero Albaladejo, I. M., & García López, M. del M. (2024). Mathematical attitudes transformation when introducing GeoGebra in the secondary classroom. Education and Information Technologies, 29(8), 10277–10302. https://doi.org/10.1007/s10639-023-12085-w
Sánchez Noroño, I. V., Juan Luis Prieto, G., Araujo, R. E. G., & Díaz-Urdaneta, S. (2020). On the processes of objectification of geometric knowledge. Analysis of an experience of development of simulators with GeoGebra. In Educacion Matematica (Vol. 32, Issue 1, pp. 99–131). Mexican Society for Research and Dissemination of Mathematics Education. https://doi.org/10.24844/EM3201.05
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
Setyawan, D., Anas, A., Nasir, M., & Fadly, D. (2024). Enhancing students’ mathematical critical thinking skills through a geogebra integrated project-based learning model. Journal of Ecohumanism, 3(8), 8017–8022. https://doi.org/10.62754/joe.v3i8.5419
Sk, S., & Halder, S. (2020). Critical thinking disposition of undergraduate students in relation to emotional intelligence: Gender as a moderator. Heliyon, 6(11), e05477. https://doi.org/10.1016/j.heliyon.2020.e05477
Suparman, Marasabessy, R., & Helsa, Y. (2024). Fostering spatial visualization in GeoGebra-assisted geometry lessons: A systematic review and meta-analysis. Eurasia Journal of Mathematics, Science and Technology Education, 20(9), em2509. https://doi.org/10.29333/ejmste/15170
Susandi, A. D., & Widyawati, S. (2022). Implementation of realistic mathematic education (RME) learning model in improving critical thinking skills. Al-Jabar : Jurnal Pendidikan Matematika, 13(2), 251–260. https://doi.org/10.24042/ajpm.v13i2.14996
Susanto, N. C. P., Hartati, S. J., & Standsyah, R. E. (2023). Systematic literature review: application of dynamic geometry software to improve mathematical problem-solving skills. Mathline : Jurnal Matematika Dan Pendidikan Matematika, 8(3), 857–872. https://doi.org/10.31943/mathline.v8i3.458
Tamam, B., & Dasari, D. (2021). The use of Geogebra software in teaching mathematics. Journal of Physics: Conference Series, 1882(1), 012042. https://doi.org/10.1088/1742-6596/1882/1/012042
Yildiz, E., & Arpaci, I. (2024). Understanding pre-service mathematics teachers’ intentions to use GeoGebra: The role of technological pedagogical content knowledge. Education and Information Technologies, 29(14), 18817–18838. https://doi.org/10.1007/s10639-024-12614-1
Yuan, Z., Liu, J., Deng, X., Ding, T., & Wijaya, T. T. (2023). Facilitating conditions as the biggest factor influencing elementary school teachers’ usage behavior of dynamic mathematics software in China. Mathematics, 11(6), 1536. https://doi.org/10.3390/math11061536
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), 7660. https://doi.org/10.3390/su15097660
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats