Research Article
Muhammad Noor Kholid, Rahmadani Fitri Nur Handayani, Safitri Nuraini
CONT ED TECHNOLOGY, Volume 18, Issue 4, Article No: ep686
ABSTRACT
GeoGebra in mathematics learning can potentially be used to help students improve their mathematical communication and representation skills in solving problems. However, limited research has examined the integration of GeoGebra and contextual mathematics learning to improve these skills. The study aims to examine the effectiveness of GeoGebra in contextual mathematics learning on students’ mathematical communication and representation skills. Using a quantitative approach with a quasi-experimental design, the study involved 53 ninth-grade students from a junior high school, who were divided into experimental and control groups through purposive sampling. They participated in a five-session GeoGebra-supported contextual learning program. Data collection was conducted through a mathematical representation ability test and a mathematical communication observation sheet. Data were analyzed using descriptive statistics, independent-samples t-tests, and multivariate analysis of covariance to examine the simultaneous effects of the intervention on both dependent variables. The results revealed significant improvements in both mathematical communication and representation skills. The intervention produced a small effect on mathematical communication (Cohen’s d = 0.402) and a large effect on mathematical representation (Cohen’s d = 1.61), indicating stronger gains in students’ ability to construct and translate mathematical representations. The findings demonstrate that dynamic visualization combined with contextual problem-solving provides an effective learning environment for strengthening students’ mathematical communication and representation (Antara & Sutama, 2026; Kholid et al., 2024b; Septiani & Kholid, 2023). Unlike previous studies that primarily examined GeoGebra or contextual learning separately, the study provides empirical evidence that integrating dynamic visualization through GeoGebra with contextual learning activities can simultaneously enhance students’ mathematical communication and representation skills.
Keywords: GeoGebra, contextual learning, mathematical communication, mathematical representation, dynamic geometry software, transformation geometry
Research Article
Yulia Maftuhah Hidayati, Muhammad Noor Kholid, Anton Adi Suryo Kusuma, Achmad Januar Arifin, Anatri Desstya, Fitri Puji Rahmawati
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep648
ABSTRACT
Mathematical creativity is a crucial component of 21st century education, yet limited research has examined how augmented reality (AR) can systematically enhance this ability in elementary mathematics. Grounded in the cognitive theory of multimedia learning (CTML) and constructivist perspectives, this study investigates the effectiveness of ARGeo Math, an AR-based learning application that transforms abstract geometry concepts into interactive 3D visualizations to foster creative mathematical thinking. A quasi-experimental design involving 49 fifth-grade students in Indonesia was conducted, with one class serving as the control group and another as the experimental group using ARGeo Math. Quantitative analyses using normalized gain (N-gain) and t-tests revealed a significant improvement in students’ creative thinking skills in the experimental group (N-gain = 76.84%, effective category). Beyond statistical gains, ARGeo Math supported cognitive engagement, flexible problem-solving, and deeper understanding by linking visual and symbolic representations. The findings extend educational technology theory by demonstrating a clear mechanism through which CTML principles particularly integrated multimodal cues can be operationalized to stimulate generative mathematical reasoning. This study offers practical, scalable insights for designing AR-enhanced STEM learning in primary education, and its theoretical model provides a distinct contribution for guiding future creativity-oriented AR instructional design. Nonetheless, the quasi-experimental design with limited sample size and short intervention duration constrains the generalizability of results, indicating the need for longitudinal and multi-site research to further validate the model.
Keywords: augmented reality, elementary education, elementary students, geometry, mathematics education
Research Article
Isiaka Amosa Gambari, Victoria Ifeoma Ezenwa, Romanus Chogozie Anyanwu
CONT ED TECHNOLOGY, Volume 5, Issue 2, pp. 110-120
ABSTRACT
The study examined the effects of two modes of computer-assisted instructional package on solid geometry achievement amongst senior secondary school students in Minna, Niger State, Nigeria. Also, the influence of gender on the performance of students exposed to CAI(AT) and CAI(AN) packages were examined. This study adopted a pretest-posttest experimental design with 3 x 2 factorial design and a sample of 120 Senior Secondary class Two (SSII) students (60 male and 60 female). Computer-Assisted Instructional package of two modes; Animation with Text (AT), and Animation with Narration (AN) were employed as treatment instruments and a Solid Geometry Achievement Test (SGAT) was used as test instrument. A trial test was carried out and a reliability co-efficient of 0.78 was obtained using the KR-21. Analysis of Variance (ANOVA) and t-test was used in analysing data collected. The study revealed that, there were significant differences in the post-test mean scores of CAI(AT), CAI(AN) and the control group (F = 11.468, df = 119, p0.05) and CAI(AN) (t=1.455, df = 38, p>0.05). Based on these findings, it was therefore recommended that mathematics teachers should be encouraged to use CAI(AN) for meaningful and effective teaching and learning of mathematics.
Keywords: Computer-assisted instruction, Multimedia-based learning, Animation+Narration, Animation+On-screen text, Solid geometry, Secondary students