Geogebra Classroom For Overcoming Epistemological Obstacles And Enhancing Mathematical Literacy: A Bruner Perspective Theory

Raisatunnisa; Didi Suryadi; Siti Fatimah; Nanang Priatna; Jihe Chen; Agung Wicaksono

doi:10.24239/koordinat.v7i1.205

Raisatunnisa Universitas Pendidikan Indonesia
Didi Suryadi Universitas Pendidikan Indonesia
Siti Fatimah Universitas Pendidikan Indonesia
Nanang Priatna Universitas Pendidikan Indonesia
Jihe Chen Guangxi Normal University China
Agung Wicaksono UIN Datokarama Palu

DOI: https://doi.org/10.24239/koordinat.v7i1.205

Keywords: Bruner’s Representations Theory, Epistemological Obstacles, Exponents, GeoGebra Classroom, Mathematical Literacy

Abstract

This study investigates how GeoGebra Classroom supports students in overcoming epistemological obstacles and enhancing mathematical literacy in learning exponents through Bruner’s representational approach. This qualitative phenomenological study involved 30 eighth-grade students from a junior high school in Gowa Regency, South Sulawesi, with 12 students purposively selected for learning sessions using GeoGebra Classroom. Three students representing low, medium, and high mathematical abilities were interviewed in depth. The research instruments included observation sheets, interview guides, and documentation of student learning activities. Data were collected through participatory observation, semi-structured interviews, and document analysis, and were analyzed using thematic analysis techniques. The study explored students’ learning processes through enactive, iconic, and symbolic stages. The findings indicate that GeoGebra Classroom facilitates gradual and exploratory learning through concrete manipulation and visual representations, enabling students to develop a deeper understanding of exponent concepts. However, some students experienced difficulties when transitioning to symbolic representations. This study contributes to digital mathematics education by proposing an instructional model that integrates technological tools with representational learning theory to enhance conceptual understanding and strengthen students’ mathematical literacy.

References

Awaji, B. M., Khalil, I., & AL-Zahrani, A. (2025). A Bibliometrics Study of Two Decades of Geogebra Research in Mathematics Education. Journal of Educational and Social Research, 15(1). https://doi.org/10.36941/jesr-2025-0011

Azis, Y. M., & Rohaeti, E. E. (2025). A systematic literature review on implementation of GeoGebra: Benefits and challenges in mathematics education. Infinity Journal, 14(3). https://doi.org/10.22460/infinity.v14i3.p655-672

Batiibwe, M. S. K. (2024). Integration of GeoGebra in Learning Mathematics: Benefits and Challenges. East African Journal of Education Studies. https://doi.org/https://doi.org/10.37284/eajes.7.4.2454

Bondarenko, D. (2022). Сritical Thinking Technology As A Tool For Innovative Activity In Mathematics Lessons. Baltic Journal of Legal and Social Sciences, 2. https://doi.org/10.30525/2592-8813-2022-2-4

Botha, H., Van Putten, S., & Kundema, I. (2019). Enhancing visual literacy in the mathematics classroom: The case of Dar es Salaam. Perspectives in Education, 37(2). https://doi.org/10.18820/2519593X/pie.v37i2.8

Brousseau, G. (2005). The Study of the Didactical Conditions of School Learning in Mathematics. https://doi.org/DOI:10.1007/0-387-24270-8_14

Bruner, J. s. (1966). Toward a Theory of Instruct_Bruner. 1–21.

Dahal, N., Pant, B. P., Shrestha, I. M., & Manandhar, N. K. (2022). Use of GeoGebra in Teaching and Learning Geometric Transformation in School Mathematics. Int. J. Interact. Mob. Technol., 16, 65–78. https://doi.org/DOI:10.3991/ijim.v16i08.29575

Díaz-Berrios, T., & Martínez-Planell, R. (2022). High school student understanding of exponential and logarithmic functions. Journal of Mathematical Behavior, 66. https://doi.org/10.1016/j.jmathb.2022.100953

Dockendorff, M. (2019). How can digital technology enhance mathematics teaching and learning? In Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities. https://doi.org/10.4018/978-1-7998-0249-5.ch011

Dodgson, J. E. (2023). Phenomenology: Researching the Lived Experience. Journal of Human Lactation, 39(3). https://doi.org/10.1177/08903344231176453

Duval, R. (2006). A Cognitive Analysis of Problems of Comprehension in a Learning of Mathematics. Educational Studies in Mathematics, 61(1–2), 103–131. https://doi.org/10.1007/s10649-006-0400-z

Herman, T., Rahmi, K., & Utami, N. S. (2022). Student Learning Obstacles in Solving Contextual Mathematical Problems. AIP Conference Proceedings, 2659. https://doi.org/10.1063/5.0113653

Just, A., & Cribbs, J. D. (2020). Focusing on Visual Representations in Mathematics. Mathematics Teacher: Learning and Teaching PK-12, 113(12). https://doi.org/10.5951/mtlt.2019.0139

Levitt, G., & Grubaugh, S. (2023). Teacher-centered or Student-centered Teaching Methods and Stu-dent Outcomes in Secondary Schools: Lecture/Discussion and Pro-ject-based Learning/Inquiry Pros and Cons. EIKI Journal of Effective Teaching Methods, 1(2). https://doi.org/10.59652/jetm.v1i2.16

Malhi, S. K., Kost, C., & Buchanan, L. (2021). Does visualisation help or hinder concrete word processing? Quarterly Journal of Experimental Psychology, 74(2). https://doi.org/10.1177/1747021820956462

Medina-Hidalgo, M. I., Millingalli-Torres, A. E., Guamán-Palate, H. D., & Pozo-Parra, F. F. (2025). El impacto del uso de GeoGebra en el aprendizaje de contenidos matemáticos en la educación básica superior: una revisión bibliográfica. Multidisciplinary Latin American Journal (MLAJ), 3(3). https://doi.org/10.62131/mlaj-v3-n3-002

Nahum-Shani, I., Shaw, S. D., Carpenter, S. M., Murphy, S. A., & Yoon, C. (2022). Engagement in Digital Interventions. American Psychologist, 77(7). https://doi.org/10.1037/amp0000983

Novaković, A. (2021). The functionality of interactive digital platforms in online teaching and learning. Nastava i Vaspitanje, 70(1). https://doi.org/10.5937/nasvas2101105n

OECD. (2023). PISA 2022 Assessment and Analytical Framework. OECD. https://doi.org/10.1787/dfe0bf9c-en

Oktradiksa, A., Mujahidun, M., Hunt, C., & Aufa, M. (2023). A Literacy and Numeracy Model to Enhance the Independent Learning Education for Islamic Elementary School Teachers. Al Ibtida: Jurnal Pendidikan Guru MI, 10(1). https://doi.org/10.24235/al.ibtida.snj.v10i1.13041

Rahmatika, A. (2023). Using Mixed Reality and Adaptive Learning to Enhance Understanding of Algebraic Concepts with the Help of GeoGebra. Holistic Science, 3(3). https://doi.org/10.56495/hs.v3i3.445

Rahmawati, W., Usodo, B., & Fitriana, L. (2021). Mathematical Literacy of Students Who Have High Mathematical Disposition in Solving PISA-Like Mathematics Problems. Advances in Social Science, Education and Humanities Research. https://doi.org/DOI:10.2991/assehr.k.211122.039

Rizaldi, M., Pandiangan, P., & Hamdani, M. Y. (2023). Literasi Matematis Mahasiswa Dalam Mengerjakan Masalah Kontekstual Matematika. Jurnal Pendidikan, 24(1). https://doi.org/DOI:10.52850/jpn.v24i1.8886

Sari, Y. M., Arlinwibowo, J., Fatima, G. N., Purwoko, D., & Suprapto. (2024). The potential of virtual representations to help students in learning mathematics. International Journal of Electrical and Computer Engineering, 14(6). https://doi.org/10.11591/ijece.v14i6.pp6411-6422

Sheng, Y., Yu, M., Liu, P., Wang, X., Bai, X., & Zhou, X. (2023). The association between experience-based risky choice and mathematical ability. PsyCh Journal, 12(1). https://doi.org/10.1002/pchj.612

Sofwatun, S., Nurjamil, D., & Dewi, S. V. (2025). Effectiveness of Discovery Learning Assisted by GeoGebra in Enhancing Students’ Mathematical Literacy. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 5(3). https://doi.org/10.51574/kognitif.v5i3.3491

Suci, S. N., & Reflina, R. (2023). Effect Of Geogebra Towards Students’ Independent Learning In Mathematics. Kalamatika: Jurnal Pendidikan Matematika, 8(1). https://doi.org/10.22236/kalamatika.vol8no1.2023pp93-106

Ulul Azmi, S., Sukestiyarno, S., & Rochmad, R. (2023). Students’ Mathematical Literacy Ability from van Hiele’s Theory in Geometry. Jurnal Pendidikan MIPA, 24(1). https://doi.org/10.23960/jpmipa/v24i1.pp124-134

Uwurukundo, M. S., Maniraho, J. F., & Tusiime, M. (2020). GeoGebra integration and effectiveness in the teaching and learning of mathematics in secondary schools: A review of literature. African Journal of Educational Studies in Mathematics and Sciences, 16(1). https://doi.org/10.4314/ajesms.v16i1.1

Vasile, C. (2022). New “education”: learning to cope without learning the abilities. Journal of Educational Sciences & Psychology, 12 (74)(2). https://doi.org/10.51865/jesp.2022.2.01

Zengin, Y. (2019). Development of mathematical connection skills in a dynamic learning environment. Education and Information Technologies, 24(3). https://doi.org/10.1007/s10639-019-09870-x

Zetriuslita, Nofriyandi, & Istikomah, E. (2020). The Increasing Self-Efficacy and Self-Regulated through GeoGebra Based Teaching reviewed from Initial Mathematical Ability (IMA) Level. International Journal of Instruction, 14(1). https://doi.org/10.29333/IJI.2021.14135A

Ziatdinov, R., & Valles, J. R. (2022). Synthesis of Modeling, Visualization, and Programming in GeoGebra as an Effective Approach for Teaching and Learning STEM Topics. In Mathematics (Vol. 10, Issue 3). https://doi.org/10.3390/math10030398

Zöchbauer, J., Hohenwarter, M., & Lavicza, Z. (2021). Evaluating GeoGebra Classroom with Usability and User Experience Methods for Further Development. International Journal for Technology in Mathematics Education. https://doi.org/DOI:10.1564/tme_v28.3.08