The Effects of GeoGebra-Assisted Local Context-Based PBL on Vocational Students’ Mathematical Problem-Solving Skills

Emilianus Jehadus; Maximus Tamur; Feliciana Maria Vaz; Maria Kaprila Sinarti

doi:10.31764/jtam.v10i4.40378

The Effects of GeoGebra-Assisted Local Context-Based PBL on Vocational Students’ Mathematical Problem-Solving Skills

Emilianus Jehadus, Maximus Tamur, Feliciana Maria Vaz, Maria Kaprila Sinarti

Abstract

Developing students' mathematical problem-solving abilities (MPSA) remains a persistent challenge in vocational mathematics education. Although Problem-Based Learning (PBL), GeoGebra, and local context approaches have demonstrated positive effects on learning outcomes individually, evidence of their integrated implementation remains limited. This study examined the effects of GeoGebra-Assisted Local Context-Based Problem-Based Learning (GLoC-PBL) on vocational students' MPSA. A quasi-experimental, non-equivalent control-group design was conducted with 70 vocational high school students selected through cluster random sampling. The experimental group received GeoGebra-assisted local context-based PBL, while the comparison group received conventional instruction. Data were collected using a 5-item open-ended mathematics problem-solving test. Descriptive statistics, assumption testing, independent-samples t-test, and Hedges' g effect size analysis were used to analyze the data. The findings indicated that students in the experimental group achieved significantly higher performance on MPSA tasks than those in the comparison group. Specifically, the independent-samples t-test revealed a significant difference between the two groups, t(68) = 4.42, p < 0.001, with the experimental group obtaining a higher mean score (M = 78.46, SD = 8.21) than the comparison group (M = 69.17, SD = 9.34). Furthermore, the intervention demonstrated a large practical effect (Hedges' g = 1.03, 95% CI [0.53, 1.53]). The results showed that integrating problem-based learning, GeoGebra, and a culturally relevant local context fostered active engagement, collaborative knowledge construction, and deeper conceptual understanding, thereby improving students' MPSA. This study contributes to the growing literature on technologically enhanced and culturally responsive mathematics education by providing empirical evidence that integrating pedagogy, technology, and local culture offers an effective framework for improving MPSA in vocational education.

Keywords

Mathematical Problem-Solving Skills; Problem-Based Learning; GeoGebra; Local Context; Vocational Education.

Full Text:

DOWNLOAD [PDF]

References

Albaladejo, I. M. R., & López, M. del M. G. (2024). Mathematical attitudes transformation when introducing GeoGebra in the secondary classroom. Education and Information Technologies, 29(8), 10277–10302. https://doi.org/10.1007/s10639-023-12085-w

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), 130–150. https://doi.org/10.36941/jesr-2025-0011

Bedada, T. B., & Machaba, M. F. (2024). The development of the cycle model and its effect on mathematics learning using GeoGebra mathematical software. Education Inquiry, 15(4), 503–526. https://doi.org/10.1080/20004508.2022.2137260

Bhattacharya, U. (2022). “ I Am a Parrot ” : Literacy Ideologies and Rote Learning. Journal of Literacy Research, 54(2), 113–136. https://doi.org/10.1177/1086296X221098065

Cantillo-Rudas, B. M., Rodríguez-Nieto, C. A., Moll, V. F., & Rodríguez-Vásquez, F. M. (2024). Mathematical and neuro-mathematical connections activated by a teacher and his student in the geometric problems-solving: A view of networking of theories. Eurasia Journal of Mathematics Science and Technology Education, 20(10), 1–23. https://doi.org/10.29333/ejmste/15470

Chen, M., She, H., & Tsai, P. (2024). The effects of online simulation-based collaborative problem-solving on students’ problem-solving, communication and collaboration attitudes. Education and Information Technologies, 29(14), 19141–19162. https://doi.org/10.1007/s10639-024-12609-y

Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge.

Delima, N., & Elfandi, P. (2025). Improving Mathematical Thinking and Digital Literacy Skills through the Comprehensive Mathematics Instruction (CMI) Model Assisted by GeoGebra. In Aip Conference Proceedings (Vol. 3142, Issue 1, pp. 1–8). https://doi.org/10.1063/5.0262298

Jacinto, H., & Carreira, S. (2023). Knowledge for teaching mathematical problem-solving with technology: An exploratory study of a mathematics teacher’s proficiency. European Journal of Science and Mathematics Education, 11(1), 105–122. https://doi.org/10.30935/scimath/12464

Jamaluddin, M., Mustaji, M., & Bahri, B. S. (2022). Effect of Blended Learning Models and Self-Efficacy on Mathematical Problem-Solving Ability. International Journal of Learning Teaching and Educational Research, 21(7), 127–144. https://doi.org/10.26803/ijlter.21.7.7

Juandi, D., Kusumah, Y. S., & Tamur, M. (2022). A Meta-Analysis of the Last Two Decades of Realistic Mathematics Education Approaches. International Journal of Instruction, 15(1), 381–400. https://doi.org/10.29333/iji.2022.15122a

Juandi, D., Kusumah, Y. S., Tamur, M., Perbowo, K. S., & Wijaya, T. T. (2021). A meta-analysis of Geogebra software decade of assisted mathematics learning : what to learn and where to go? Heliyon, 7(5), e06953. https://doi.org/10.1016/j.heliyon.2021.e06953

Loyens, S. M. M., Meerten, J. E. van, Schaap, L., & Wijnia, L. (2023). Situating Higher-Order , Critical , and Critical ‑ Analytic Thinking in Problem ‑ and Project ‑ Based Learning Environments : A Systematic Review. Educational Psychology Review, 35(39), 1–44. https://doi.org/10.1007/s10648-023-09757-x

Lutfiatussolihah, L., Aulia, A., Adawiah, R., Gunawan, G., & Nisrina, N. (2025). The Role of Geogebra in Improving Students’ Mathematical Representation Abilities: A Systematic Literature Review. Indonesian Journal of STEM Education, 7(2), 141–148.

Ningsih, S. (2022). The role of abstraction ability in mathematical problem solving. In Aip Conference Proceedings (Vol. 2575). https://doi.org/10.1063/5.0109166

OECD. (2021). Mathematics Framework for PISA 2021: Innovation and Problem-Solving Skills. In OECD Publishing. https://doi.org/https://doi.org/10.1787/b25efab8-en

Pratama, R. A. (2024). The effectiveness of GeoGebra assisted learning on students’ mathematical representation: A meta-analysis study. I-Manager’s Journal of Educational Technology, 21(2), 41–59. https://doi.org/10.26634/jet.21.2.21174

Rezaei, J., & Asghary, N. (2025). Teaching differential equations through a mathematical modelling approach: the impact on problem-solving and the mathematical performance of engineering undergraduates. International Journal of Mathematical Education in Science and Technology, 56(5), 899–919. https://doi.org/10.1080/0020739X.2024.2307397

Sridana, N., Alsulami, N. M., Isnawan, M. G., & Sukarma, I. K. (2025). Problem-Solving Based Epistemic Learning Pattern: Optimizing Mathematical Representation Ability of Prospective Teachers and Pharmacists. Educational Process International Journal, 14(1), e2025021. https://doi.org/10.22521/edupij.2025.14.21

Tamur, M., Jehadus, E., Nendi, F., Mandur, K., & Murni, V. (2020). Assessing the effectiveness of the contextual teaching and learning model on students ’ mathematical understanding ability : a meta-analysis study. Journal of Physics: Conference Series, 1657(1), 012067. https://doi.org/10.1088/1742-6596/1657/1/012067

Tamur, M., Juandi, D., & Kusumah, Y. S. (2020). The Effectiveness of the Application of Mathematical Software in Indonesia: A Meta-Analysis Study. International Journal of Instruction, 13(4), 867–884. https://doi.org/10.29333/iji.2020.13453a

Tamur, M., Komaladewi, G. W., Nona, M. A., & ... (2024). Global Trends in Augmented Reality Technology: A Meta-Analysis Study. Proceeding of …, 645–660. https://journal.ummat.ac.id/index.php/issrectec/article/view/22749%0Ahttps://journal.ummat.ac.id/index.php/issrectec/article/download/22749/pdf

Tamur, M., Kurnila, V. S., Jehadus, E., Nurjaman, A., Mandur, K., & Ndiung, S. (2021). The Effect of the Realistic Mathematics Education Approach : Meta-Analysis of the Measured Mathematical Ability Angle. Advances in Social Science, Education and Humanities Research, 550(Icmmed 2020), 40–46. https://doi.org/10.2991/assehr.k.210508.040

Tamur, M., Kusumah, Y. S., Juandi, D., Wijaya, T. T., Nurjaman, A., & Samura, A. O. (2021). Hawthorne effect and mathematical software based learning: A meta- analysis study. Journal of Physics: Conference Series, 1806(1), 012072. https://doi.org/10.1088/1742-6596/1806/1/012072

Tamur, M., Ndiung, S., Kurnila, V. S., Sennen, E., & Mandur, K. (2023). Computer-based Mathematics Learning Studies in the Scopus Database Between 2010-2023: A Bibliometric Review. Journal of Honai Math, 6(2). https://doi.org/10.30862/jhm.v6i2.408

Tamur, M., Ndiung, S., Weinhandl, R., Wijaya, T. T., Jehadus, E., & Sennen, E. (2023). Meta-Analysis of Computer-Based Mathematics Learning in the Last Decade Scopus Database: Trends and Implications. Infinity Journal, 12(1), 101. https://doi.org/10.22460/infinity.v12i1.p101-116

Tamur, M., Sennen, E., & Guzman, P. De. (2025). Augmented Reality as a Bridge between Culture and Technology in Mathematics Education : A Meta-Analysis. Suska Journal of Mathematics Education, 11(2), 141–150. https://doi.org/10.24014/sjme.v11i2.38044

Tamur, M., Weinhandl, R., Sennen, E., Ndiung, S., & Nurjaman, A. (2022). The Effect of Cabri Express in Geometry Learning on Students’ Mathematical Communication Ability. JTAM (Jurnal Teori Dan Aplikasi Matematika), 6(4), 1027–1033. https://doi.org/10.31764/jtam.v6i4.10865

Tamur, M., Wijaya, T. T., Makur, A. P., Wibisono, Y., & Pantaleon, K. V. (2024). The Global Trend of Augmented Reality-Based Learning and Its Impact on Students ’ Academic Ability : A Meta-Analysis. 6(2), 216–233. https://doi.org/10.18326/hipotenusa.v6i2.2454

Turmuzi, M., Suharta, I., & Suparta, I. N. (2023). Ethnomathematical research in mathematics education journals in Indonesia: A case study of data design and analysis. In Eurasia Journal of Mathematics, Science and Technology Education. https://doi.org/10.29333/ejmste/12836

DOI: https://doi.org/10.31764/jtam.v10i4.40378