Case Study of Educational Technology for ESM
A. GeoGebra (case studies & teaching experiments)
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Teaching Continuous Functions (SMA): studi kasus efektivitas GeoGebra pada materi fungsi kontinu di kelas menengah atas; membahas desain aktivitas dan dampaknya pada pemahaman konsep. Jonuns
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Eksperimen Mengajarkan Lingkaran (SMA): teaching experiment berlandas konstruktivisme sosial; konkret untuk menyusun siklus tugas eksploratif di GeoGebra. ERIC
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Calon Guru & Geometri (PT/Pre-service): workshop 3 minggu pada 94 calon guru; menilai kenaikan pengetahuan dan sikap terhadap penggunaan GeoGebra. SpringerLink
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Pemahaman Konseptual Geometri (Kelas 10): desain kuasi-eksperimen tentang dampak pembelajaran berbantuan GeoGebra terhadap pemahaman konsep. Cocok untuk diskusi metodologi. Tandfonline
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Calon Guru SD & Volume Bangun Ruang (PT): studi kasus penggunaan GeoGebra dalam pembuktian volume; kaya untuk mengulas integrasi konten-didaktik-TIK. ERIC
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Efek Integrasi GeoGebra (Kelas 9): penelitian 2025 tentang capaian, pemahaman konseptual, dan sikap; relevan untuk membahas bukti terbaru. F1000Research
B. LMS (Moodle/Google Classroom) untuk pembelajaran matematika
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Moodle sebagai Alat Mengajar (PT/Matematika Dasar): studi komparatif capaian mahasiswa yang menggunakan Moodle vs tidak; berguna untuk membahas indikator keberhasilan di LMS. CORE
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Understanding by Design + Moodle (SMA/PT): laporan praktik menggabungkan UbD dengan Moodle dalam setting blended; memberi contoh perancangan unit dan asesmen. jolt.merlot.org
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Google Classroom + GeoGebra (SMA/Kuadratik): studi pengembangan media interaktif via Google Classroom yang diperkaya GeoGebra; cocok untuk membahas orkestrasi tugas dan alur kelas. ResearchGate
C. Video interaktif (H5P/Edpuzzle/PlayPosit) dalam matematika
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Edpuzzle—Persepsi Dosen & Mahasiswa (PT): survei 152 responden; memetakan kelebihan/keterbatasan Edpuzzle untuk perhatian & motivasi belajar. ResearchGate
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Edpuzzle—Studi E-learning (PT): artikel akses terbuka (ERIC) tentang keunggulan/limitasi Edpuzzle dan integrasinya dengan LMS; dasar bagus untuk debat pedagogi vs teknis. ERIC
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Video Interaktif + Hasil Belajar (SMA/Matematika): penelitian kuantitatif pengaruh video interaktif berbantuan Edpuzzle terhadap hasil belajar; bermanfaat untuk menelaah desain eksperimen. Semantic Scholar
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Edpuzzle—Studi Efektivitas (Sekolah Menengah): temuan keterlibatan aktif & interaksi meningkat; bahan diskusi tentang metrik engagement. Jonuns
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Evaluasi H5P vs PlayPosit (Laporan Teknis): perbandingan fitur—termasuk interactive video, case study scenarios, dan integrasi LMS—untuk membantu memilih platform. Humanities Commons
Silahkan berikan komentar kalian berdasarkan bahan diskusi yang diberikan pada tugas ESM, tepatnya pada Session 2: Case Study (https://sites.google.com/unm.ac.id/esmet2025/topics-of-course/introduction-to-educational-technology-mathematics)
ReplyDeleteAzifah Salsabilah Hafid / 240101510011
ReplyDeleteOne interesting thing I learned from this study is how GeoGebra can actually transform the way students understand quadratic functions. It’s not just about making graphs look nicer — the software helps students connect algebraic equations and visual graphs at the same time, which reduces confusion and makes abstract concepts more concrete.
Another key point is that the research in Ethiopia shows technology can boost motivation. Almost all students in the experimental group said they enjoyed learning quadratic functions with GeoGebra more than the traditional method. This tells us that using dynamic tools in math isn’t only about performance but also about keeping students engaged and confident.
What surprised me is the large effect size (r = 0.83) reported — that’s considered a very strong impact in educational research. It means the difference made by using GeoGebra was not just small or temporary, but really significant.
Muhammad Rif'at. FS (ID : 240101510001)
ReplyDeleteAfter analyzing journals on Geogebra application development among prospective elementary school teachers, it appears that many prospective elementary school teachers still have difficulty in formally proving geometric concepts, especially three-dimensional shapes, and some of these prospective teachers still have difficulty integrating technology into learning, especially using Geogebra. This needs to be a special concern in the future, as the integration of technology in the learning process is very important. Therefore, training activities are needed for teachers who can operate these applications or technologies in the teaching and learning process.
Muhammad Rif'at. FS (ID : 240101510001)
ReplyDeleteAfter analyzing journals on Geogebra application development among prospective elementary school teachers, it appears that many prospective elementary school teachers still have difficulty in formally proving geometric concepts, especially three-dimensional shapes, and some of these prospective teachers still have difficulty integrating technology into learning, especially using Geogebra. This needs to be a special concern in the future, as the integration of technology in the learning process is very important. Therefore, training activities are needed for teachers who can operate these applications or technologies in the teaching and learning process.
Modernization and improved communication are also highly relevant to the goal of adopting educational technology.
ReplyDeleteRealistic Weakness Explanation: Your analysis not only focuses on the positive side, but also honestly acknowledges the limitations. You accurately identify practical challenges such as infrastructure obstacles and students' lack of self-regulation. These are important points that are often real obstacles in e-learning implementation. The observation about the initial performance decline also demonstrates a deep understanding of the learning curve that occurs when there is a technology transition.
Practical Development Suggestions: The "Potential for Development" section is very strong because it offers concrete solutions. Suggestions for expanding the scope of research, improving training, and conducting qualitative research are highly relevant to addressing the identified weaknesses. This demonstrates critical thinking about how this study can be expanded and improved in the future.
Name: Nur Faida
ReplyDeleteStudent Id number: 240101511010
Class: C
The discussion material provided really opened my eyes to how learning can be made more meaningful and enjoyable for students. I analyzed the case study in the journal “Understanding by Design, Moodle, and Blended Learning: A Secondary School Case Study” and felt that when teachers and schools have clear plans and use technology wisely, student learning outcomes can be much better and they become ready to face today's challenges. I also understand that using a combination of face-to-face and online learning can make students more active and less prone to boredom.
Meanwhile, the mathematics learning video was very inspiring because it showed how students learn through direct experience, not just by listening to the teacher talk. They were invited to play with shapes and discuss them, so that broad concepts that usually feel abstract became easier to understand. I feel that this approach makes students more confident and interested in learning.
- This paper presents a robust and comprehensive quantitative study on the use of GeoGebra as interactive software for geometry instruction in Ugandan secondary schools. The primary focus is on the impact of intensive GeoGebra training on pre-service mathematics teachers' TPACK knowledge and the effect of GeoGebra use on student achievement in geometry.
ReplyDelete- The study used a mixed cross-sectional survey and quasi-experimental method using a representative sample of 94 pre-service teachers and 406 students from four different schools. The sample size and research design were sufficiently valid to address the study objectives.
- The main findings support global literature that GeoGebra training significantly improved the technology aspect of teachers' TPACK, specifically TK, TPK, TCK, and overall TPACK. Teacher self-reflection scores significantly increased post-training. This indicates increased teacher readiness to utilize learning technology.
- On the student side, the results of the geometry achievement test showed a highly significant difference between the experimental group (using GeoGebra) and the control group (using conventional methods), with the experimental group demonstrating higher achievement and a clearer understanding of concepts.
- This study also acknowledges contextual challenges such as suboptimal technological infrastructure in Uganda and the importance of ongoing capacity support for teachers for the effective use of GeoGebra in the classroom.
- Overall, this paper makes an important contribution by demonstrating the tangible benefits of GeoGebra in the Ugandan educational context and emphasizing the need for ongoing teacher training and policy support for the widespread adoption of this technology in formal mathematics instruction.
- This research can serve as a useful reference for education policymakers and educators in developing countries facing similar challenges, while also adding to the growing body of empirical studies that build the foundation for interactive technology-based mathematics instruction.
Strengths: The analysis highlights the systematic integration of UbD for planning with a focus on learning outcomes, plus the use of open-source Moodle with innovative features (such as calculated questions), and a BL design that places students at the center of learning within an active collaborative context. PISA data support provides empirical validation of the model's effectiveness.
ReplyDeleteWeaknesses: This UbD presents several significant weaknesses, such as challenges in valid and reliable distance assessment, a lack of structured collaboration guidance, relatively high teacher workload, the risk of reverting to traditional methods, and the limited generalizability of PISA results from a single sample of schools.
Potential for Development: Recommendations for development include improving distance assessment methods (e.g., portfolios, peer assessment), adding collaboration features and guidance to Moodle, further training for teachers for efficient BL management, and more in-depth qualitative research on student and teacher experiences, as well as a long-term study of the sustainability of the learning model.
Learning Video Analysis: Mathematics learning using simple manipulatives and a Problem-Based Learning (PBL) approach was evaluated as effective, with students actively exploring, discussing, and reflecting on their experiences, showcasing conceptual and collaborative learning.
The integration of GeoGebra with a collaborative learning approach significantly enhances students’ conceptual understanding in geometry, complementing active, hands-on learning strategies like those in the Singapore Maths model, yet successful implementation hinges on adequate technology infrastructure, teacher training, and well-designed curricula
ReplyDeleteName : Rika Fardila
ReplyDeleteID Student : 240101511004
The integration of GeoGebra with a collaborative learning approach significantly enhances students’ conceptual understanding in geometry, complementing active, hands-on learning strategies like those in the Singapore Maths model, yet successful implementation hinges on adequate technology infrastructure, teacher training, and well-designed curricula
In my opinion, learning using PlayPosit has several significant advantages, such as seamless integration with D2L/MediaSpace and automatic synchronization. PlayPosit also provides an interactive feel, making video-based learning more engaging.
ReplyDeleteMeanwhile, H5P is equally engaging. With H5P, we can access a variety of interactive content in one place. It's also equipped with AI features and offers flexibility suitable for all teachers and educators.
In my opinion, learning using PlayPosit has several significant advantages, such as seamless integration with D2L/MediaSpace and automatic synchronization. PlayPosit also provides an interactive feel, making video-based learning more engaging.
ReplyDeleteMeanwhile, H5P is equally engaging. With H5P, we can access a variety of interactive content in one place. It's also equipped with AI features and offers flexibility suitable for all teachers and educators.
Name : Azifah Salsabilah Hafid
ReplyDeleteStudent ID : 240101510011
Class : C1 2024
One interesting thing I learned from this study is how GeoGebra can actually transform the way students understand quadratic functions. It’s not just about making graphs look nicer — the software helps students connect algebraic equations and visual graphs at the same time, which reduces confusion and makes abstract concepts more concrete.
Another key point is that the research in Ethiopia shows technology can boost motivation. Almost all students in the experimental group said they enjoyed learning quadratic functions with GeoGebra more than the traditional method. This tells us that using dynamic tools in math isn’t only about performance but also about keeping students engaged and confident.
What surprised me is the large effect size (r = 0.83) reported — that’s considered a very strong impact in educational research. It means the difference made by using GeoGebra was not just small or temporary, but really significant.
So, the new knowledge I’d share is:
- Digital tools like GeoGebra are powerful for making abstract math concepts easier, more fun, and more effective to learn.
- Motivation and enjoyment are just as important as test scores, and technology can improve both.
-Even in resource-limited contexts, open-source tools can play a big role in improving education.
Based on an in-depth analysis of the integration of GeoGebra in mathematics learning and the Singapore Maths approach in area measurement, it is clear that innovative and student-centered learning methods play a crucial role in enhancing conceptual understanding and student engagement. The study on GeoGebra convincingly demonstrates that this interactive visualization tool not only facilitates the understanding of abstract geometric concepts, but also encourages collaboration and active learning. Similarly, the video analysis of the Singapore Maths approach highlights the effectiveness of hands-on exploration and creative problem-solving in building a deep understanding of the concept of area. These pieces of evidence collectively reinforce the argument that learning approaches that prioritize visualization, interactivity, and active student involvement are key to creating more meaningful and effective mathematics learning experiences.
ReplyDeleteWulan Mayang Sari (240101511001)
ReplyDeleteBased on an in-depth analysis of the integration of GeoGebra in mathematics learning and Maths approach in area measurement, it is clear that innovative and student-centered learning methods play a crucial role in enhancing conceptual understanding and student engagement. The study on GeoGebra convincingly demonstrates that this interactive visualization tool not only facilitates the understanding of abstract geometric concepts, but also encourages collaboration and active learning. Similarly, the video analysis of the Singapore Maths approach highlights the effectiveness of hands-on exploration and creative problem-solving in building a deep understanding of the concept of area. These pieces of evidence collectively reinforce the argument that learning approaches that prioritize visualization, interactivity, and active student involvement are key to creating more meaningful and effective mathematics learning experiences.
Name : Nur Agustina
ReplyDeleteStudent ID : 240101510005
Class : C 2024
The journal article I analyzed is titled “GeoGebra Integration in High School Mathematics: An Experiential Exploration on Concepts of Circle.” that One interesting thing about learning with GeoGebra is how students can become more active and directly engaged in understanding concepts that are usually abstract, such as circles. Theorems that were once difficult to grasp, like the relationship between central and inscribed angles, can be visualized through animations that make them much clearer. From this study, I learned that GeoGebra not only makes it easier to recall basic terms like radius, diameter, or arc, but also encourages group work, creates more meaningful learning, and boosts students’ motivation. A new insight for me is that learning mathematics is not just about memorizing formulas, but about the process of exploration, discussion, and visualization that helps build deeper understanding. What I can share with my friends is that even simple technology, like the free GeoGebra software, can be a transformative tool in learning. By using it, we can experience that mathematics is not only about numbers and formulas, but also about making abstract concepts real and enjoyable.
Name : Nur Agustina
ReplyDeleteStudent ID : 240101510005
Class : C 2024
The journal article I analyzed is titled “GeoGebra Integration in High School Mathematics: An Experiential Exploration on Concepts of Circle.” that One interesting thing about learning with GeoGebra is how students can become more active and directly engaged in understanding concepts that are usually abstract, such as circles. Theorems that were once difficult to grasp, like the relationship between central and inscribed angles, can be visualized through animations that make them much clearer. From this study, I learned that GeoGebra not only makes it easier to recall basic terms like radius, diameter, or arc, but also encourages group work, creates more meaningful learning, and boosts students’ motivation. A new insight for me is that learning mathematics is not just about memorizing formulas, but about the process of exploration, discussion, and visualization that helps build deeper understanding. What I can share with my friends is that even simple technology, like the free GeoGebra software, can be a transformative tool in learning. By using it, we can experience that mathematics is not only about numbers and formulas, but also about making abstract concepts real and enjoyable.
Name: Besse Indah Sari
ReplyDeleteStudent ID Number: 240101511013
Class: C1
After analyzing the journal on the use of Edpuzzle-assisted interactive video media in mathematics learning, I found that this technology can significantly improve student learning outcomes by making lessons more engaging and interactive. What I find interesting is how Edpuzzle allows students to not only watch videos but also respond directly to questions inside them, which builds active participation. However, the study also shows challenges such as internet access and the use of ready-made YouTube videos that may not fully match students’ needs. This makes me realize that while technology can greatly support learning, teachers also need to adapt the content and provide flexible access so all students can benefit equally.
Name: Besse Indah Sari
ReplyDeleteStudent ID Number: 240101511013
Class: C1
After analyzing the journal on the use of Edpuzzle-assisted interactive video media in mathematics learning, I found that this technology can significantly improve student learning outcomes by making lessons more engaging and interactive. What I find interesting is how Edpuzzle allows students to not only watch videos but also respond directly to questions inside them, which builds active participation. However, the study also shows challenges such as internet access and the use of ready-made YouTube videos that may not fully match students’ needs. This makes me realize that while technology can greatly support learning, teachers also need to adapt the content and provide flexible access so all students can benefit equally.