Wulan Resti Oktaviani, Darhim, Nurjanah, Kusnandi, Suparman
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. © 2025, City University of New York. All rights reserved.
Department of Mathematics Education, Universitas Pendidikan Indonesia, West Java, Indonesia
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