Utilizing GeoGebra Classroom in Digital Learning: Enhancing Mathematical Reasoning Ability and Achievement on the Topic of Geometric Transformations for Grade 8 students
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Abstract
This study aimed to (1) study the level of mathematical reasoning ability of Grade 8 students, (2) compare students’ learning achievement in geometric transformations before and after digital learning using GeoGebra Classroom, and (3) examine students’ attitudes toward the learning activities. The research employed a design for classroom action research. The participants were 34 of Grade 8 students enrolled in the first semester of the 2025 academic year. The research instruments included: (1) seven GeoGebra Classroom–based digital learning innovations on geometric transformations topic, conducted over 13 hours; (2) a 30-item multiple-choice achievement test; (3) a holistic rubric for assessing mathematical reasoning ability; (4) an open-ended interview form; and (5) a student attitude questionnaire. The data were analyzed using percentage, mean, standard deviation, criterion-referenced comparison, and dependent t-test. The findings revealed that (1) integrating GeoGebra Classroom into digital learning effectively enhanced students’ mathematical reasoning ability, enabling them to construct knowledge and explain geometric concepts more logically; (2) students’ post-test achievement scores in geometric transformations were significantly higher than their pre-test scores at the 0.01 level; and (3) students exhibited a positive attitude toward digital learning through GeoGebra Classroom, Agree level ( =4.13, SD= 0.61) for positive items and a disagree level ( =1.54, SD= 0.52) for negative items. Furthermore, students demonstrated greater enthusiasm, confidence in expressing ideas, and deeper conceptual understanding. The use of GeoGebra Classroom also fostered real-time teacher–student interaction, making the learning process more meaningful and connected to real-life experiences.
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