Habibi Ratu Perwira Negara, Wahyudin, Elah Nurlaelah, Tatang Herman
There have been many studies on technology-supported learning based on cognitive theory in the literature. However, little is known about GeoGebra-assisted social cognitive learning in supporting students’ reasoning abilities for online learning during the COVID-19 pandemic. This study aims to examine and analyze the differences in the improvement of students’ mathematical reasoning abilities who follow GeoGebra-assisted social cognitive learning (Geo-SCL) and GeoGebra-assisted problem-based learning (Geo-PBL). This study used a quantitative method with a quasi-experimental nonequivalent pretest post-test control-group design. The sample consisted of 70 students from XI SMA Negeri 8 in Bandung, Indonesia. Before and after therapy, research data were collected using a mathematical reasoning test consisting of 5 essay questions. Paired sample t-test analysis and independent t-test were used to answer the research hypothesis. The results of the study concluded that students who studied with Geo-SCL obtained a higher increase in mathematical reasoning abilities than students who studied with Geo-PBL, with the criteria for improving abilities in both classes were in the moderate category. Research findings related to the application of Geo-SCL can be an alternative learning model in online learning situations. © 2022, International Journal of Emerging Technologies in Learning. All Rights Reserved.
Universitas Pendidikan Indonesia, Bandung, Indonesia; Universitas Islam Negeri Mataram, Mataram, Indonesia
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