Geogebra in Learning of Mathematics Towards Supporting “Stem†Education

The objective of the study was to identify the effectiveness of GeoGebra’s dynamic software application on the work of grade 8 students based on geometric learning areas in Shape and Space, which includes the topics of Pythagoras Theorem, Coordinate, Locus in Two Dimensions and Transformation. At the end of the study, researchers were keen to know whether or not there were evidence of creative and innovative features in the students’ works, including skills such as applying, analysing, evaluating and creativity in line with Higher Order Thinking skills (HOTs) in Bloom’s taxonomy to support inquiry, exploration, create and reflection within Science, Technology, Engineering and Mathematics (STEM) education. The researchers conducted a quasi-experimental study that consisted of pre-test and post-test to identify the effectiveness of GeoGebra’s dynamic software in mathematical learning before and after treatment. A total of 102 students participated in the study. Both quantitative data and qualitative data were collected. The quantitative data was analyzed using MANOVA test. The validity and reliability of GeoGebra’s dynamic software manuals and the research instruments were validated by a panel of appointed mathematicians. Meanwhile, the qualitative data was collected through teacher questionnaire, teacher and student interviews, video recording, observation and field notes. The checklist of experimental group’s works using GeoGebra’s dynamic software demonstrates that the features of HOTs cognitive skills, namely apply, analyze, evaluate, and create had occurred at high frequencies and percentages. This indicates that Shape and Space geometry learning using GeoGebra’s dynamic software enables students to create critical, creative and innovative solutions to mathematical tasks that enhances problem solving skills characterized by inquiry, exploration, creation and reflection that support STEM education.