THE EFFECT OF GEOGEBRA-ASSISTED DIRECT INSTRUCTION ON STUDENTS’ SELF-EFFICACY AND SELF-REGULATION

Zetriuslita Zetriuslita - [ http://orcid.org/0000-0002-4037-0896 ]
Nofriyandi Nofriyandi
Endang Istikomah

Abstract


This study aims to find out the effect of Geogebra Assisted Direct Instruction on students' self-efficacy and self-regulation.  This is a mixed method research with a sequential explanatory strategy, while the research design is a pretest and posttest unequivalent group design.  The experimental group applied Geogebra Assisted Direct Instruction while the control group used conventional learning.  The population in this study is the third semester students who have studied Field and Space Analytic Geometry.  The research sample was selected using cluster random sampling technique.  The research instruments were self-efficacy and self-regulation questionnaires for quantitative data and interview sheets for qualitative data.  Data analysis was performed quantitatively using inferential statistical analysis and qualitatively analyzing the results of interview with students.  The results showed that there was a significant effect of geogebra-assisted direct instruction on the achievement of students' self-efficacy and self-regulation.  From the interviews it was found that the application of Geogebra-assisted Direct Instruction can facilitate the achievement of students' self-efficacy and self-regulation.


Keywords


Direct Instruction; Geogebra; Self Efficacy; Self Regulation

Full Text:

PDF

References


Arslan, S. (2014). An Investigation of the Relationships between Metacognition and Self-Regulation with Structural Equation. International Online Journal of Educational Sciences, 6(3), 603-611. https://doi.org/10.15345/iojes.2014.03.009

Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. routledge. https://doi.org/10.4324/9780203224342

Creswell, J.W (2014). Research design.qualitative, quantitative and mixed method approaches. Forth Edition. Sage publications.

Dikovic, L. (2009). Implementing dynamic mathematics resources with GeoGebra at the college level. International Journal of Emerging Technologies in Learning (iJET), 4(3), 51-54.

Hatlevik, O. E., Throndsen, I., Loi, M., & Gudmundsdottir, G. B. (2018). Students’ ICT self-efficacy and computer and information literacy: Determinants and relationships. Computers & Education, 118, 107-119. https://doi.org/10.1016/j.compedu.2017.11.011

Hohenwarter, M., & Fuchs, K. (2004). Combination of dynamic geometry, algebra and calculus in the software system GeoGebra. In Computer algebra systems and dynamic geometry systems in mathematics teaching conference, 3810-193.

Hohenwarter, M., & Jones, K. (2007). Ways of linking geometry and algebra, the case of Geogebra. Proceedings of the British Society for Research into Learning Mathematics, 27(3), 126-131.

Hähkiöniemi, M. (2017). Student teachers’ types of probing questions in inquiry-based mathematics teaching with and without GeoGebra. International Journal of Mathematical Education in Science and Technology, 48(7), 973-987. https://doi.org/10.1080/0020739X.2017.1329558

Iiskala, T., Vauras, M., Lehtinen, E., & Salonen, P. (2011). Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes. Learning and instruction, 21(3), 379-393. https://doi.org/10.1016/j.learninstruc.2010.05.002

Isohätälä, J., Järvenoja, H., & Järvelä, S. (2017). Socially shared regulation of learning and participation in social interaction in collaborative learning. International Journal of Educational Research, 81, 11-24. https://doi.org/10.1016/j.ijer.2016.10.006

Liu, X., & Koirala, H. (2009). The Effect of Mathematics Self-Efficacy on Mathematics Achievement of High School Students. NERA Conference Proceedings.

Los, R. E. (2014). The effects of self-regulation and self-efficacy on academic outcome. University of South Dakota.

Muslim, M., & Haris, A. (2017). Keefektifan Model Pembelajaran Kooperatif Tipe Group Investigation pada Materi Geometri Berbantuan Geogebra Ditinjau dari Self-Efficacy. JURNAL PENDIDIKAN MIPA, 7(1), 36-42.

Zetriuslita, Nofriyandi, Istikomah, E (2019). The effectiveness of Geogebra-assisted direct instruction learning in improving students’ mathematical communication skill viewed from academic level. Journal of Physics: Conference Series, 1315(1), 012049. https://doi.org/10.1088/1742-6596/1315/1/012049

Zetriuslita, Z., Wahyudin, W., & Dahlan, J. A. (2018). Association among mathematical critical thinking skill, communication, and curiosity attitude as the impact of problem-based learning and cognitive conflict strategy (PBLCCS) in number theory course. Infinity Journal, 7(1), 15-24. https://doi.org/10.22460/infinity.v7i1.p15-24

Zengin, Y. (2017). The effects of GeoGebra software on pre-service mathematics teachers’ attitudes and views toward proof and proving. International Journal of Mathematical Education in Science and Technology, 48(7), 1002-1022. https://doi.org/10.1080/0020739X.2017.1298855

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of educational psychology, 81(3), 329-339. https://psycnet.apa.org/doi/10.1037/0022-0663.81.3.329

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational psychologist, 25(1), 3-17. https://doi.org/10.1207/s15326985ep2501_2

Zulnaidi, H., & Zakaria, E. (2012). The effect of using GeoGebra on conceptual and procedural knowledge of high school mathematics students. Asian Social Science, 8(11), 102. https://doi.org/10.5539/ass.v8n11p102




DOI: https://doi.org/10.22460/infinity.v9i1.p41-48

Article Metrics

Abstract view : 268 times
PDF - 88 times

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.