The Effect of GeoGebra-Based Instruction on Students’ Conceptual Understanding of Exponential Functions
DOI:
https://doi.org/10.30736/voj.v8i1.1333Keywords:
Conceptual Understanding, Exponential Function, GeoGebra, Mathematics Education, Quasi-Experimental ResearchAbstract
Exponential functions pose conceptual challenges for secondary students due to their abstract nature. This quasi-experimental study investigated the effect of GeoGebra-based instruction on Grade 10 students’ conceptual understanding in two Indonesian senior high schools (N = 132). A validated four-item essay test (r > 0.219; Cronbach’s Alpha = 0.71) was administered before and after instruction. Mann–Whitney U analysis showed a significant difference in posttest conceptual understanding between the GeoGebra and conventional groups (p < .001), with a moderate-to-large effect size (r = 0.44). These results provide classroom-based empirical evidence that dynamic visualization through GeoGebra strengthens students’ conceptual understanding and supports its structured integration in conceptually demanding mathematics topics.
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Abar, C. A. A. P., & Alencar, S. V. (2013). A Gênese Instrumental na Interação com o GeoGebra: uma proposta para a formação continuada de professores de Matemática. Bolema - Mathematics Education Bulletin, 27(46), 349–365. https://doi.org/10.1590/S0103-636X2013000300002
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Copyright (c) 2026 Amalia Rasikhah Earliand, Alfisyahra Alfisyahra, Muh Hasbi, Dasa Ismaimuza
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