GeoGebra-Assisted Problem-Based Learning for Mathematical Reflective Thinking
Abstract
Mathematical reflective thinking is an essential component of higher-order thinking that supports conceptual understanding and metacognitive development. Although previous studies have examined Problem-Based Learning (PBL) and GeoGebra separately, limited research has investigated their integrated effect on students’ mathematical reflective thinking, indicating a significant research gap. This study aims to investigate the effectiveness of GeoGebra-assisted Problem-Based Learning in improving mathematical reflective thinking among ninth-grade students. The novelty lies in integrating interactive GeoGebra visualization with constructivist PBL and evaluating its effectiveness through pre-test, post-test, N-Gain, and multiple regression analyses within a unified experimental framework. A quantitative quasi-experimental design involving 32 ninth-grade students was employed. The results demonstrated significant improvement in mathematical reflective thinking, with the mean score increasing from 36.53 to 81.03, an average N-Gain of 0.703, and a significant t-test result (p < 0.001). Regression analysis indicated that students’ perception variables did not significantly predict reflective thinking performance, suggesting a greater contribution from instructional design. Theoretically, this study contributes to technology-enhanced constructivist learning literature. Practically, it provides evidence that GeoGebra-assisted PBL can support mathematics teachers in fostering reflective thinking. Overall, the findings highlight the educational significance of integrating interactive technology and student-centered learning to develop mathematical reflective thinking.
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