Literature Science Analysis on the Validity and Practicality Criteria of GeoGebra-Supported Mathematics Learning Modules
DOI:
10.29303/jppipa.v11i9.12355Published:
2025-09-25Downloads
Abstract
This study presents a systematic literature review analyzing the validity and practicality of GeoGebra-supported mathematics learning modules. The purpose is to evaluate the scientific quality and classroom feasibility of these modules based on empirical evidence from published research between 2013 and 2023. A total of 27 studies were synthesized using PRISMA guidelines to assess content, construct, and instructional design validity, as well as ease of use, time efficiency, and user response. Findings indicate that most modules demonstrate high content validity through expert validation and curriculum alignment, and are perceived as practical and engaging by teachers and students. However, gaps exist in empirical validation of learning constructs and in the integration of cognitive load principles within instructional design. Challenges such as extended implementation time, technical barriers, and insufficient teacher training affect practicality in real classroom settings. The study concludes that while GeoGebra-supported modules hold strong potential for enhancing mathematics learning, their effectiveness depends on pedagogical soundness, systematic development, and contextual support. Standardized evaluation frameworks and improved teacher readiness are recommended for sustainable implementation.
Keywords:
Geogebra Mathematics Module Validity Practicality Literature ReviewReferences
Ade-Ibijola, A., Sukhari, A., & Oyelere, S. S. (2025). Teaching accounting principles using augmented reality and artificial intelligence-generated IsiZulu language translations. International Journal of Educational Research Open, 8, 100447. https://doi.org/10.1016/j.ijedro.2025.100447
Andrews, H., Tierney, S., & Seers, K. (2020). Needing permission: The experience of self-care and self-compassion in nursing: A constructivist grounded theory study. International Journal of Nursing Studies, 101, 103436. https://doi.org/10.1016/j.ijnurstu.2019.103436
Attard, C., & Holmes, K. (2020). “It gives you that sense of hope”: An exploration of technology use to mediate student engagement with mathematics. Heliyon, 6(1), e02945. https://doi.org/10.1016/j.heliyon.2019.e02945
Baye, M. G., Ayele, M. A., & Wondimuneh, T. E. (2021). Implementing GeoGebra integrated with multi-teaching approaches guided by the APOS theory to enhance students’ conceptual understanding of limit in Ethiopian Universities. Heliyon, 7(5), e07012. https://doi.org/10.1016/j.heliyon.2021.e07012
Brix, N., Chaaban, N., Østergaard, M., Skals, R. G., Evald, J., Torp Sørensen, L. M., Vium, E. S., Busch, A., Hansen, J. K., Boxill, M., & Handrup, M. M. (2025). Verification of the reliability and validity of a Danish version of the quality of life in childhood epilepsy questionnaire (QOLCE-D). Epilepsy & Behavior, 171, 110564. https://doi.org/10.1016/j.yebeh.2025.110564
Caglayan, G. (2015). Making sense of eigenvalue–eigenvector relationships: Math majors’ linear algebra – Geometry connections in a dynamic environment. The Journal of Mathematical Behavior, 40, 131–153. https://doi.org/10.1016/j.jmathb.2015.08.003
Debets, T., Banihashem, S. K., Joosten-Ten Brinke, D., Vos, T. E. J., Maillette de Buy Wenniger, G., & Camp, G. (2025). Chatbots in education: A systematic review of objectives, underlying technology and theory, evaluation criteria, and impacts. Computers & Education, 234, 105323. https://doi.org/10.1016/j.compedu.2025.105323
Erazo, A., Cisneros, S., Esparza, R., Jumbo, M., Choi, Y., & Ko, S. (2022). PhysiCan - a device for automatic CPM exercises implementation over canines: Design and analysis. Research in Veterinary Science, 151, 80–89. https://doi.org/10.1016/j.rvsc.2022.06.031
Gabbiadini, A., Paganin, G., & Simbula, S. (2023). Teaching after the pandemic: The role of technostress and organizational support on intentions to adopt remote teaching technologies. Acta Psychologica, 236, 103936. https://doi.org/10.1016/j.actpsy.2023.103936
Gignac, G. E., & Szodorai, E. T. (2024). Defining intelligence: Bridging the gap between human and artificial perspectives. Intelligence, 104, 101832. https://doi.org/10.1016/j.intell.2024.101832
Granà, F., Dimes, R., Busco, C., & de Villiers, C. (2025). Addressing systemic social and environmental challenges: The role of accounting and accountability practices. Accounting, Auditing & Accountability Journal, 38(5), 1325–1346. https://doi.org/10.1108/AAAJ-04-2025-7909
Haas, B., Lavicza, Z., Houghton, T., & Kreis, Y. (2023). Can you create? Visualising and modelling real-world mathematics with technologies in STEAM educational settings. Current Opinion in Behavioral Sciences, 52, 101297. https://doi.org/10.1016/j.cobeha.2023.101297
Hakkarainen, A., Cordier, R., Parsons, L., Yoon, S., Laine, A., Aunio, P., & Speyer, R. (2023). A systematic review of functional numeracy measures for 9–12 -year-olds: Validity and reliability evidence. International Journal of Educational Research, 119, 102172. https://doi.org/10.1016/j.ijer.2023.102172
Hohenwarter, M., Preiner, J., & Yi, T. (2007). Incorporating GeoGebra into teaching mathematics at the college level. In Proceedings of the International Conference for Technology in Collegiate Mathematics 2007. Retrieved from https://shorturl.asia/VLa3e
Holstein, S., & Cohen, A. (2025). Scratch teachers’ perceptions of teaching computational thinking with school subjects in a constructionist approach. Thinking Skills and Creativity, 56, 101772. https://doi.org/10.1016/j.tsc.2025.101772
Huang, T.-C., Chen, C.-H., & Tseng, C.-Y. (2025). Exploring learning effectiveness of integrating mixed reality in educational settings: A systematic review and meta-analysis. Computers & Education, 234, 105327. https://doi.org/10.1016/j.compedu.2025.105327
Juandi, D., Kusumah, Y. S., Tamur, M., Perbowo, K. S., & Wijaya, T. T. (2021). A meta-analysis of Geogebra software decade of assisted mathematics learning: What to learn and where to go? Heliyon, 7(5), e06953. https://doi.org/10.1016/j.heliyon.2021.e06953
Kandemir, M. A., & Eryilmaz, N. (2025). Pre-service mathematics teachers’ modelling processes within model eliciting activity through digital technologies. Acta Psychologica, 256, 104990. https://doi.org/10.1016/j.actpsy.2025.104990
Karjanto, N., & Simon, L. (2019). English-medium instruction Calculus in Confucian-Heritage Culture: Flipping the class or overriding the culture? Studies in Educational Evaluation, 63, 122–135. https://doi.org/10.1016/j.stueduc.2019.07.002
Ko, Y.-Y., & Rose, M. K. (2022). Considering Proofs: Pre-Service Secondary Mathematics Teachers’ Criteria for Self-Constructed and Student-Generated Arguments. The Journal of Mathematical Behavior, 68, 100999. https://doi.org/10.1016/j.jmathb.2022.100999
Kristina, M., Ying, L. S., Lina, S., Andrėjus, S., Povilas, I., Tomas, B., & Olga, R. (2025). Multidimensional pedagogical framework for interprofessional education: Blending classroom, high fidelity and extended reality simulation. Nurse Education Today, 106838. https://doi.org/10.1016/j.nedt.2025.106838
Lachner, A., Fabian, A., Franke, U., Preiß, J., Jacob, L., Führer, C., Küchler, U., Paravicini, W., Randler, C., & Thomas, P. (2021). Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study. Computers & Education, 174, 104304. https://doi.org/10.1016/j.compedu.2021.104304
Lepore, M. (2024). A holistic framework to model student’s cognitive process in mathematics education through fuzzy cognitive maps. Heliyon, 10(16), e35863. https://doi.org/10.1016/j.heliyon.2024.e35863
Liu, J., Sun, D., Sun, J., Wang, J., & Yu, P. L. H. (2025). Designing a generative AI enabled learning environment for mathematics word problem solving in primary schools: Learning performance, attitudes and interaction. Computers and Education: Artificial Intelligence, 9, 100438. https://doi.org/10.1016/j.caeai.2025.100438
Lv, Y., Xiong, K., Yao, J., Zhao, S., & Li, Y. (2025). Virtual-physical collaborative intelligent fault diagnosis for marine rotating machinery under data scarcity towards digital twin. Ocean Engineering, 340, 122198. https://doi.org/10.1016/j.oceaneng.2025.122198
Lyu, Y., & Thurston, A. (2024). Exploring the nature and scope of teacher research in higher education: A systematic scoping review. International Journal of Educational Research Open, 7, 100393. https://doi.org/10.1016/j.ijedro.2024.100393
Mattson, N. M., Ohlendorf, J. M., & Haglund, K. (2024). Grounded Theory Approach to Understand Self-Management of Opioid Recovery Through Pregnancy and Early Parenting. Journal of Obstetric, Gynecologic & Neonatal Nursing, 53(1), 34–45. https://doi.org/10.1016/j.jogn.2023.09.001
Moore, M. (2024). How refugee background writers develop English proficiency: Focused coding results of a constructivist grounded theory study. Linguistics and Education, 80, 101270. https://doi.org/10.1016/j.linged.2024.101270
Msambwa, M. M., Daniel, K., & Lianyu, C. (2024). Integration of information and communication technology in secondary education for better learning: A systematic literature review. Social Sciences & Humanities Open, 10, 101203. https://doi.org/10.1016/j.ssaho.2024.101203
Mukuka, A. (2024). Data on mathematics teacher educators’ proficiency and willingness to use technology: A structural equation modelling analysis. Data in Brief, 54, 110307. https://doi.org/10.1016/j.dib.2024.110307
Munyaruhengeri, J. P. A., Umugiraneza, O., Ndagijimana, J. B., & Hakizimana, T. (2025). Exploring Teachers’ Perceptions of GeoGebra’s Usefulness for Learning Limits and Continuity: A Gender Perspective. Social Sciences & Humanities Open, 11, 101412. https://doi.org/10.1016/j.ssaho.2025.101412
Nguyen, H. T. M., Nguyen, H. T. T., Gilanyi, L., Hoang, T. H., & Gao, X. (2025). Content Language Integrated Learning (CLIL): Teachers’ metacognitive understanding of pedagogical translanguaging. Learning and Instruction, 97, 102085. https://doi.org/10.1016/j.learninstruc.2025.102085
Reis, Z. A., & Ozdemir, S. (2010). Using Geogebra as an information technology tool: Parabola teaching. Procedia - Social and Behavioral Sciences, 9, 565–572. https://doi.org/10.1016/j.sbspro.2010.12.198
Retno, R. S., Purnomo, P., Hidayat, A., & Mashfufah, A. (2025). Conceptual framework design for STEM-integrated project-based learning (PjBL-STEM) for elementary schools. Asian Education and Development Studies, 14(3), 579–604. https://doi.org/10.1108/AEDS-08-2024-0188
Rutherford, D., Baker, M., Wong, I., & Stanish, W. (2017). Dual-belt treadmill familiarization: Implications for knee function in moderate knee osteoarthritis compared to asymptomatic controls. Clinical Biomechanics, 45, 25–31. https://doi.org/10.1016/j.clinbiomech.2017.04.006
Schoenherr, J., Strohmaier, A. R., & Schukajlow, S. (2024). Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education. Educational Research Review, 45, 100639. https://doi.org/10.1016/j.edurev.2024.100639
Sibley, L., Russ, H., Ahmad, G., Baumgärtner, B., Bräutigam, D., Brümmer, S., Bussmann, H., Erb, N., Evans, L., Fischer, S., Gradl, L., Guddemi, R., Hauptmann, K.-B., Hieke, J., Hilsdorf, S., Högerle, F., Hoppe-Brixner, B., Jeong, W., Karl, S., … Lachner, A. (2024). Does technology-based non-interactive teaching enhance students’ learning in the classroom? Computers and Education Open, 7, 100233. https://doi.org/10.1016/j.caeo.2024.100233
Thomas, M. O., & Hong, Y. Y. (2013). Teacher Integration of Technology into Mathematics Learning. International Journal for Technology in Mathematics Education, 20(2). Retrieved from https://shorturl.asia/s3TQ1
Thomsen, P. N., Krøjgaard, F., Sunde, P. B., & Andrews, P. (2025). The necessary role of psychological safety in overcoming learning difficulties in Danish upper secondary mathematics classrooms. Learning in Context, 2(1), 100008. https://doi.org/10.1016/j.lecon.2025.100008
Tong, D. H., Uyen, B. P., & Van Anh Quoc, N. (2021). The improvement of 10th students’ mathematical communication skills through learning ellipse topics. Heliyon, 7(11), e08282. https://doi.org/10.1016/j.heliyon.2021.e08282
Xiao, H., Yang, J., Zhang, J., Li, H., & Yu, X. (2025). Longitudinal relationship between mathematics learning engagement and children’s mathematics achievement: Different roles of children’s mathematics anxiety and positive parenting style. Learning and Individual Differences, 122, 102747. https://doi.org/10.1016/j.lindif.2025.102747
Yan, H., Xie, S., Zhang, F., Jing, K., & He, L. (2024). Semi-self-similar fractal cellular structures with broadband sound absorption. Applied Acoustics, 217, 109864. https://doi.org/10.1016/j.apacoust.2024.109864
Yin, M., Qu, H., & Zhang, K. (2025). Dynamic visualization design of visual symbols using interactive genetic algorithm. Systems and Soft Computing, 7, 200278. https://doi.org/10.1016/j.sasc.2025.200278
Zhang, Y., Dewitt, D., & Cheah, K. S. L. (2025). Virtual Reality for Sustainable and Responsible Pedagogy in Art and Design Education: A Systematic Review of Motivation and Digital Leadership. Cleaner and Responsible Consumption, 100311. https://doi.org/10.1016/j.clrc.2025.100311
Zou, B., Wang, C., He, H., Li, C., Purwanto, E., & Wang, P. (2025). Enhancing EFL writing with visualised GenAI feedback: A cognitive affective theory of learning perspective on revision quality, emotional response, and human-computer interaction. Learning and Motivation, 91, 102158. https://doi.org/10.1016/j.lmot.2025.102158
License
Copyright (c) 2025 Nelvy Yunita, Suherman, Edwin Musdi, Zusti Jamaan
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
