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The Effect of GeoGebra-Assisted Discovery Learning Considering Emotional Stability on the Achievement of Mathematical Reasoning

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Title: The Effect of GeoGebra-Assisted Discovery Learning Considering Emotional Stability on the Achievement of Mathematical Reasoning
Language: English
Authors: Wulan Resti Oktaviani, Darhim, Kusnandi Nurjanah, Suparman
Source: Mathematics Teaching Research Journal. 2025 17(5):307-333.
Availability: City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/
Peer Reviewed: Y
Page Count: 27
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: High Schools
Secondary Education
Grade 12
Descriptors: Discovery Learning, Computer Assisted Instruction, Logical Thinking, Mathematics Achievement, Geometry, Instructional Effectiveness, High School Students, Grade 12, Foreign Countries, Secondary School Mathematics, Psychological Patterns, Mathematics Instruction
Geographic Terms: Indonesia
ISSN: 2573-4377
Abstract: This study aims to describe and examine the effect of GeoGebra-assisted discovery learning on students' mathematical reasoning achievement in 3D geometry lessons. A Quasi-experimental research design with a post-test-only control group was used to conduct this study. This study involved 108 twelfth-grade students from a public senior high school in West Java, who were selected through purposive sampling. A valid and reliable mathematical reasoning test and emotional stability questionnaire, was used to collect the data. Effect size was computed using Hedges' equation, and two-way ANOVA was used to test group differences and interaction. Results showed that GeoGebra-assisted discovery learning significantly enhanced students' mathematical reasoning, exhibiting a strong positive effect (g = 1.247). Furthermore, significant differences in mathematical reasoning achievements were found among students exposed to GeoGebra-assisted discovery learning, discovery learning alone, and directed learning. However, no significant differences were found in the mathematical reasoning achievements among students with high, moderate, and low emotional stability. Additionally, there was no significant interaction between the learning model and emotional stability in affecting students' mathematical reasoning. These findings suggest that GeoGebra-assisted discovery learning is an effective intervention to enhance Indonesian students' mathematical reasoning.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491529
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Effect of GeoGebra-Assisted Discovery Learning Considering Emotional Stability on the Achievement of Mathematical Reasoning
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  Data: <searchLink fieldCode="SO" term="%22Mathematics+Teaching+Research+Journal%22"><i>Mathematics Teaching Research Journal</i></searchLink>. 2025 17(5):307-333.
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  Data: City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/
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  Label: Abstract
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  Data: This study aims to describe and examine the effect of GeoGebra-assisted discovery learning on students' mathematical reasoning achievement in 3D geometry lessons. A Quasi-experimental research design with a post-test-only control group was used to conduct this study. This study involved 108 twelfth-grade students from a public senior high school in West Java, who were selected through purposive sampling. A valid and reliable mathematical reasoning test and emotional stability questionnaire, was used to collect the data. Effect size was computed using Hedges' equation, and two-way ANOVA was used to test group differences and interaction. Results showed that GeoGebra-assisted discovery learning significantly enhanced students' mathematical reasoning, exhibiting a strong positive effect (g = 1.247). Furthermore, significant differences in mathematical reasoning achievements were found among students exposed to GeoGebra-assisted discovery learning, discovery learning alone, and directed learning. However, no significant differences were found in the mathematical reasoning achievements among students with high, moderate, and low emotional stability. Additionally, there was no significant interaction between the learning model and emotional stability in affecting students' mathematical reasoning. These findings suggest that GeoGebra-assisted discovery learning is an effective intervention to enhance Indonesian students' mathematical reasoning.
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  Data: 2026
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 27
        StartPage: 307
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        Type: general
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Logical Thinking
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Geometry
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: High School Students
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      – SubjectFull: Grade 12
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Secondary School Mathematics
        Type: general
      – SubjectFull: Psychological Patterns
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      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Indonesia
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    Titles:
      – TitleFull: The Effect of GeoGebra-Assisted Discovery Learning Considering Emotional Stability on the Achievement of Mathematical Reasoning
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            NameFull: Wulan Resti Oktaviani
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            NameFull: Suparman
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              M: 01
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              Y: 2025
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