Needs Analysis for Developing Interactive Learning Resources Assisted by Geogebra Through The Spada Unismuh Learning Management System to Improve Students' Mathematical Visualization Skills
Keywords:
Interactive learning resources, Geogebra, Learning management System SPADA, Mathematical Visualization Skills
Abstract
Purpose of the Study:
This study aims to analyze the need for developing GeoGebra-assisted interactive learning resources integrated into the SPADA Unismuh Learning Management System to improve students' mathematical visualization skills.
Methodology:
The study involved 29 lecturers from the Mathematics Education Study Program at Universitas Muhammadiyah Makassar. A questionnaire was used to gather data on student needs regarding GeoGebra-based learning resources in SPADA LMS. Data analysis was quantitative using descriptive statistics and qualitative analysis for suggestions.
Main Findings:
The study revealed that 83% of lecturers emphasized the importance of developing GeoGebra-assisted learning resources in LMS SPADA to improve understanding of abstract mathematical concepts. Most lecturers were familiar with SPADA LMS, but the use of features for mathematical visualization was limited.
Novelty/Originality of this Study:
This study highlights the potential of integrating GeoGebra into LMS SPADA to enhance mathematical learning through interactive visual representations. It advances knowledge by proposing an innovative approach to improve mathematical visualization, helping students better understand abstract concepts.
References
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[20] D. H. Tong, B. P. Uyen, H. T. D. Kieu, and L. K. Ngan, “The effectiveness of using GeoGebra software in mathematics classrooms: A case study of teaching continuous functions in high schools,” J. Hunan Univ. Nat. Sci., vol. 48, no. 9, 2021.
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[22] R. Thapa, N. Dahal, and B. P. Pant, “GeoGebra Integration in High School Mathematics: An Experiential Exploration on Concepts of Circle.,” Math. Teach. Res. J., vol. 14, no. 5, pp. 16–33, 2022.
[23] N. Ishartono, A. Nurcahyo, M. Waluyo, M. Hanifah, R. A. Razak, and S. F. Sufahani, “GeoGebra-based flipped learning model: An alternative panacea to improve students’ learning independency in online mathematics learning,” JRAMathEdu (Journal Res. Adv. Math. Educ., vol. 7, no. 3, pp. 178–196, Jul. 2022, doi: 10.23917/jramathedu.v7i3.18141.
[24] B. Tamam and D. Dasari, “The use of Geogebra software in teaching mathematics,” J. Phys. Conf. Ser., vol. 1882, no. 1, p. 012042, May 2021, doi: 10.1088/1742-6596/1882/1/012042.
[25] H. SAYGILI and H. ÇETİN, “The Effects of Learning Management Systems (LMS) on Mathematics Achievement: A Meta-Analysis Study,” Necatibey Eğitim Fakültesi Elektron. Fen ve Mat. Eğitimi Derg., vol. 15, no. 2, pp. 341–362, Dec. 2021, doi: 10.17522/balikesirnef.1026534.
[26] M. Irfan, B. Kusumaningrum, Y. Yulia, and S. A. Widodo, “CHALLENGES DURING THE PANDEMIC: USE OF E-LEARNING IN MATHEMATICS LEARNING IN HIGHER EDUCATION,” Infin. J., vol. 9, no. 2, p. 147, Sep. 2020, doi: 10.22460/infinity.v9i2.p147-158.
[27] R. Desai, N. Rai, and J. Karekar, “Optimum Use of LMS for Dynamic Mathematics Classrooms in Blended Mode,” J. Eng. Educ. Transform., vol. 36, no. S2, pp. 492–499, Jan. 2023, doi: 10.16920/jeet/2023/v36is2/23075.
[28] L. KANGWA, “The Incorporation of GeoGebra as a Visualisation tool to teach Calculus in Teacher Education Institutions: The Zambian case.” Doctoral dissertation, RHODES UNIVERSITY). https://core. ac. uk/download/pdf …, 2022.
[29] Z. Marion, A. H. Abdullah, and S. N. S. A. Rahman, “The Effectiveness of the GeoGebra-Assisted Inquiry-Discovery Learning Strategy on Students’ Mastery and Interest in Algebraic Expressions,” Int. J. Inf. Educ. Technol., vol. 13, no. 11, pp. 1681–1695, 2023, doi: 10.18178/ijiet.2023.13.11.1977.
[30] M. Zakariashvili, “Integrating GeoGebra Math Activities into Learning Management Systems (LMS),” Georg. Sci., vol. 4, no. 3, pp. 13–34, 2022, doi: https://orcid.org/0000-0003-3903-6636.
[31] J. C. Cronje, “Designing Questions for Research Design and Design Research in e‑Learning,” Electron. J. e-Learning, vol. 18, no. 1, pp. 13–24, Jan. 2020, doi: 10.34190/EJEL.20.18.1.002.
[2] J. Handhika, “Implementation of Technology in Physics Learning: Multiple-representation-oriented,” in 4th International Conference on Education and Technology (ICETECH 2023), 2024, pp. 735–742.
[3] A. K. Jitendra and J. Woodward, “The Role of Visual Representations in Mathematical Word Problems,” in Cognitive Foundations for Improving Mathematical Learning, Elsevier, 2019, pp. 269–294.
[4] R. Vágová and M. Kmetová, “GeoGebra as a Tool to Improve Visual Image,” Acta Didact. Napocensia, vol. 12, no. 2, pp. 225–237, Dec. 2019, doi: 10.24193/adn.12.2.18.
[5] S. Satriani, Wahyuddin, and A. Syamsuddin, “Development of flipped learning model learning assisted with spada learning management system,” J. Penelit. Pendidik. IPA, vol. 9, no. 12, pp. 11476–11483, Dec. 2023, doi: 10.29303/jppipa.v9i12.5613.
[6] S. Satriani, W. Wahyuddin, and A. A. Syahri, “DEVELOPMENT OF HOTS-BASED FUNCTION DERIVATIVE WORKSHEET THROUGH A NETWORK LEARNING SYSTEM SPADA,” MaPan, vol. 9, no. 2, p. 320, Dec. 2021, doi: 10.24252/mapan.2021v9n2a9.
[7] S. Hamady, K. Mershad, and B. Jabakhanji, “Multi-version interactive assessment through the integration of GeoGebra with Moodle,” Front. Educ., vol. 9, p. 1466128, Sep. 2024, doi: 10.3389/feduc.2024.1466128.
[8] A. A. Shaame, J. R. Anatory, K. M. Osaki, and S. I. Mrutu, “Exploring a Learning Management System as a Way to Improve Students’ Understanding of Geometry in Secondary Schools,” Africa Educ. Rev., vol. 17, no. 4, pp. 17–40, Jul. 2020, doi: 10.1080/18146627.2020.1868070.
[9] Y. S. Kusumah, D. Kustiawati, and T. Herman, “The Effect of GeoGebra in Three-Dimensional Geometry Learning on Students’ Mathematical Communication Ability,” Int. J. Instr., vol. 13, no. 2, pp. 895–908, Apr. 2020, doi: 10.29333/iji.2020.13260a.
[10] S. Suparman, R. Marasabessy, and Y. Helsa, “Fostering spatial visualization in GeoGebra-assisted geometry lesson: A systematic review and meta-analysis,” Eurasia J. Math. Sci. Technol. Educ., vol. 20, no. 9, p. em2509, Sep. 2024, doi: 10.29333/ejmste/15170.
[11] K. A. Harahap, B. Sinaga, and P. Siagian, “Development of Geogebra-Assisted Problem Based Learning (PBL) Learning Tools to Improve Visual Thinking Skills in Mathematical Problem Solving Students of SMA Negeri 1 Samudera,” Budapest Int. Res. Critics Linguist. Educ. J., vol. 4, no. 1, pp. 239–251, Jan. 2021, doi: 10.33258/birle.v4i1.1581.
[12] A. Yohannes and H.-L. Chen, “GeoGebra in mathematics education: a systematic review of journal articles published from 2010 to 2020,” Interact. Learn. Environ., vol. 31, no. 9, pp. 5682–5697, 2023.
[13] B. B. Chalaune and A. Subedi, “Effectiveness of GeoGebra in teaching school mathematics,” Contemp. Res. An Interdiscip. Acad. J., vol. 4, no. 1, pp. 46–58, 2020.
[14] M. K. Tomić, B. Aberšek, and I. Pesek, “GeoGebra as a spatial skills training tool among science, technology engineering and mathematics students,” Comput. Appl. Eng. Educ., vol. 27, no. 6, pp. 1506–1517, Nov. 2019, doi: 10.1002/cae.22165.
[15] L. Solvang and J. Haglund, “Learning with Friction—Students’ Gestures and Enactment in Relation to a GeoGebra Simulation,” Res. Sci. Educ., vol. 52, no. 6, pp. 1659–1675, Dec. 2022, doi: 10.1007/s11165-021-10017-7.
[16] R. Ziatdinov and J. R. Valles, “Synthesis of Modeling, Visualization, and Programming in GeoGebra as an Effective Approach for Teaching and Learning STEM Topics,” Mathematics, vol. 10, no. 3, p. 398, Jan. 2022, doi: 10.3390/math10030398.
[17] M. S. H. Munna, M. R. Hossain, and K. R. Saylo, “Digital Education Revolution: Evaluating LMS-based Learning and Traditional Approaches,” J. Innov. Technol. Converg., vol. 6, no. 2, pp. 21–40, Jun. 2024, doi: 10.69478/JITC2024v6n002a03.
[18] A. Kumar et al., “Blended Learning Tools and Practices: A Comprehensive Analysis,” IEEE Access, vol. 9, pp. 85151–85197, 2021, doi: 10.1109/ACCESS.2021.3085844.
[19] G. Prasetyo, F. Hidayatullah, M. Akhyar, and Wiranto, “The Needs Analysis of Multimedia Learning as a Solution to Strengthen Character Education,” in Proceedings of the International Conference on Progressive Education (ICOPE 2019), 2020, pp. 284–290, doi: 10.2991/assehr.k.200323.135.
[20] D. H. Tong, B. P. Uyen, H. T. D. Kieu, and L. K. Ngan, “The effectiveness of using GeoGebra software in mathematics classrooms: A case study of teaching continuous functions in high schools,” J. Hunan Univ. Nat. Sci., vol. 48, no. 9, 2021.
[21] H. Zulnaidi, E. Oktavika, and R. Hidayat, “Effect of use of GeoGebra on achievement of high school mathematics students,” Educ. Inf. Technol., vol. 25, no. 1, pp. 51–72, Jan. 2020, doi: 10.1007/s10639-019-09899-y.
[22] R. Thapa, N. Dahal, and B. P. Pant, “GeoGebra Integration in High School Mathematics: An Experiential Exploration on Concepts of Circle.,” Math. Teach. Res. J., vol. 14, no. 5, pp. 16–33, 2022.
[23] N. Ishartono, A. Nurcahyo, M. Waluyo, M. Hanifah, R. A. Razak, and S. F. Sufahani, “GeoGebra-based flipped learning model: An alternative panacea to improve students’ learning independency in online mathematics learning,” JRAMathEdu (Journal Res. Adv. Math. Educ., vol. 7, no. 3, pp. 178–196, Jul. 2022, doi: 10.23917/jramathedu.v7i3.18141.
[24] B. Tamam and D. Dasari, “The use of Geogebra software in teaching mathematics,” J. Phys. Conf. Ser., vol. 1882, no. 1, p. 012042, May 2021, doi: 10.1088/1742-6596/1882/1/012042.
[25] H. SAYGILI and H. ÇETİN, “The Effects of Learning Management Systems (LMS) on Mathematics Achievement: A Meta-Analysis Study,” Necatibey Eğitim Fakültesi Elektron. Fen ve Mat. Eğitimi Derg., vol. 15, no. 2, pp. 341–362, Dec. 2021, doi: 10.17522/balikesirnef.1026534.
[26] M. Irfan, B. Kusumaningrum, Y. Yulia, and S. A. Widodo, “CHALLENGES DURING THE PANDEMIC: USE OF E-LEARNING IN MATHEMATICS LEARNING IN HIGHER EDUCATION,” Infin. J., vol. 9, no. 2, p. 147, Sep. 2020, doi: 10.22460/infinity.v9i2.p147-158.
[27] R. Desai, N. Rai, and J. Karekar, “Optimum Use of LMS for Dynamic Mathematics Classrooms in Blended Mode,” J. Eng. Educ. Transform., vol. 36, no. S2, pp. 492–499, Jan. 2023, doi: 10.16920/jeet/2023/v36is2/23075.
[28] L. KANGWA, “The Incorporation of GeoGebra as a Visualisation tool to teach Calculus in Teacher Education Institutions: The Zambian case.” Doctoral dissertation, RHODES UNIVERSITY). https://core. ac. uk/download/pdf …, 2022.
[29] Z. Marion, A. H. Abdullah, and S. N. S. A. Rahman, “The Effectiveness of the GeoGebra-Assisted Inquiry-Discovery Learning Strategy on Students’ Mastery and Interest in Algebraic Expressions,” Int. J. Inf. Educ. Technol., vol. 13, no. 11, pp. 1681–1695, 2023, doi: 10.18178/ijiet.2023.13.11.1977.
[30] M. Zakariashvili, “Integrating GeoGebra Math Activities into Learning Management Systems (LMS),” Georg. Sci., vol. 4, no. 3, pp. 13–34, 2022, doi: https://orcid.org/0000-0003-3903-6636.
[31] J. C. Cronje, “Designing Questions for Research Design and Design Research in e‑Learning,” Electron. J. e-Learning, vol. 18, no. 1, pp. 13–24, Jan. 2020, doi: 10.34190/EJEL.20.18.1.002.
Published
2025-07-29
How to Cite
[1]
Sri Satriani, Kristiawati, Muhammad Rizal Usman, and Wahyuddin, “Needs Analysis for Developing Interactive Learning Resources Assisted by Geogebra Through The Spada Unismuh Learning Management System to Improve Students’ Mathematical Visualization Skills”, Jor. Eva. Edu, vol. 6, no. 3, Jul. 2025.
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Copyright (c) 2025 Sri Satriani, Kristiawati, Muhammad Rizal Usman, Wahyuddin
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