Mathematical Connection Through Geogebra Eliciting Activities W Susilawati, I Maryono and I M Halim
Departemen Mathematics of Education, UIN Sunan Gunung Djati Bandung.
Abstract
The low quality of mathematical connection skills requires professional teachers to understand the use of technology. The purpose of this paper is to analyze differences in the improvement of mathematical connection skills between students who study geogebra-assisted eliciting activities models with conventional learning, quasi-experimental methods, Nonequivalent Control Group Design. The experimental class and the control class were chosen based on two homogeneous groups. The implementation involves two classes, class VIII-D with 30 students as GeoGebra assisted learning experimental model and VIII-A class with 27 students as conventional learning control class. The instrument uses a mathematical connection ability test and independent T-Test data analysis. 336/5000 Findings: There is a difference in the increasing ability of mathematical connections between students learning the GeoGebra eliciting activities model rather than conventional learning. Geogebra makes understanding construction, interaction, and reflection easier. Overall learning can improve students mathematical connection skills
Keywords: Mathematical connections, GeoGebra eliciting activities, math education
