The Effect of the GeoGebra-assisted Discovery Learning Model on Mathematical Communication Abilities

Abstract

Mathematical communication skills are essential for every student to face the challenges of today's globalization and information era. In reality, the mathematical communication skills of seventh-grade students at SMPN 1 Ampek Angkek are still low. This study aims to describe the development of students' mathematical communication skills while learning using the GeoGebra-assisted Discovery Learning model and to analyze whether the mathematical communication skills of seventh-grade students at SMPN 1 Ampek Angkek who learn using the GeoGebra-assisted Discovery Learning model are better than those who learn using conventional learning models. This study was quasi-experimental with a Nonequivalent posttest-only control Group Design. The study population was seventh-grade students at SMPN 1 Ampek Angkek in the 2024/2025 academic year. The sampling technique used was simple random sampling. The sample in this study was students from grade VII.2 as the experimental class and grade VII.6 as the control class. The instruments used were a quiz and a final test of mathematical communication skills. The data analysis in this study included quiz data and final test scores using normality tests, homogeneity tests, and t-tests. The results showed improvement during implementing the GeoGebra-assisted Discovery Learning model, as seen from the average quiz scores for each meeting. A t-test of the final test scores for both samples indicated that the average final test score for mathematical communication skills for those taught using the GeoGebra-assisted Discovery Learning model was higher than that for those taught using the conventional learning model. This suggests that mathematical communication skills for those taught using the GeoGebra-assisted Discovery Learning model were better than those taught using the traditional learning model.