How DGS Integrated Learning in Geometric Transformation Drives Students Way of Thinking and Way of Understanding
Thesa Kandaga(1,3*), Rizky Rosjanuardi (2), Dadang Juandi (2)

1) Mathematics Education Study Program, School of Postgraduate Studies, Universitas Pendidikan Indonesia
Jalan Dr. Setiabudi 229, Bandung 40154, Indonesia
*thesakandaga[at]unpas.ac.id
2) Department of Mathematics Education, Universitas Pendidikan Indonesia
Jalan Dr. Setiabudi 229, Bandung 40154, Indonesia
3) Mathematics Education, Faculty of Teaching and Pedagogy, Universitas Pasundan
Jalan Tamansari 6-8, Bandung 40116, Indonesia

Abstract

Education in Covid-19 pandemic that requires distance learning, making the use of Dynamic Geometry Software (DGS) for geometry concepts is a necessary thing to do. In this study, we use GeoGebra as DGS. Besides being an open-source application, it is also widely used, and it has the capability of Computer Algebra System (CAS), which is very suitable for geometric transformation concepts. This research aims to reveal how dynamic geometry software integrated learning can direct students^ way of thinking and way of understanding. The research was conducted at a university in Indonesia in a geometric transformation course. This research is a case study, with a qualitative approach, the data collected from students^ test results, points of view, and findings from other studies. The results are that GeoGebra provided better visualization than manual sketching or any other non-digital visualizations. Somehow, it also provides a new way of thinking about the advantages to utilize DGS in problem-solving. GeoGebra also may assist students^ way of understanding about geometric transformation concept.

Keywords: Dynamic Geometry Software, Way of Thinking, Way of Understanding, Geometric Transformation, Covid-19 pandemic

Topic: Mathematics Education