Geogebra-Assisted Problem-Based Learning and Direct Instruction Models on Mathematical Critical Thinking Based on Adversity Quotient

Nurul Rafiqah Nasution; Pradina Parameswari; Sujoko Waluyo

doi:10.22460/jiml.v9i2.30966

Authors

Nurul Rafiqah Nasution Universitas Negeri Surabaya, Surabaya, Indonesia
Pradina Parameswari Universitas Negeri Surabaya, Surabaya, Indonesia
Sujoko Waluyo Universitas Haji Sumatera Utara, Medan, Indonesia

DOI:

https://doi.org/10.22460/jiml.v9i2.30966

Keywords:

Adversity Quotient , Mathematical Critical Thinking , Direct Instruction , GeoGebra , Problem-Based Learning

Abstract

GeoGebra-assisted PBL and DI models are expected to enhance students’ mathematical critical thinking skills by providing interactive learning experiences, while AQ serves as a key factor influencing how students persist and perform in problem-solving situations. This study aims to analyze the effect of PBL and DI models, assisted by GeoGebra, on students' mathematical critical thinking based on AQ. The method employed is a quasi-experiment with a one-group pretest-posttest design and a 3×2 factorial design. Data collection was carried out through mathematical critical thinking tests, AQ questionnaires, observation sheets, and documentation. Data analysis used paired sample t-tests, and two-way ANOVA tests with the help of SPSS software. The results showed that PBL and DI assisted by GeoGebra had a significant effect on students' mathematical critical thinking, with a high influence category. PBL learning assisted by GeoGebra had a greater influence than DI assisted by GeoGebra, with an influence in the medium category. In addition, the AQ level in general did not show a significant difference in students' mathematical critical thinking, but the results of further tests showed that students with AQ Climber had higher mathematical critical thinking than AQ Camper and AQ Quitter, and AQ Camper was higher than AQ Quitter. There was no interaction effect between learning and AQ level on students' mathematical critical thinking. This finding indicates that GeoGebra-assisted PBL is more effective in students' mathematical critical thinking without being influenced by differences in AQ levels.

References

Arends, R. I. (2012). Learning to Teach, Ninth Edition. McGraw-Hill Companies.

Astiantari, I., Pambudi, D. S., Oktavianingtyas, E., Trapsilasiwi, D., & Murtikusuma, R. P. (2022). Kemampuan berpikir kritis siswa SMP dalam menyelesaikan masalah matematika ditinjau dari Adversity Quotient ( AQ ). Aksioma: Jurnal Program Studi Pendidikan Matematika, 11(2), 1270–1281. https://doi.org/10.24127/ajpm.v11i2.5073

Azis, Y. M., & Rohaeti, E. E. (2025). A systematic literature review on implementation of GeoGebra: Benefits and challenges in mathematics education. Infinity Journal, 14(3), 655–672. https://doi.org/10.22460/infinity.v14i3.p655-672

Bedada, T. B., & Machaba, M. F. (2022). Investigation of student’s perception learning calculus with GeoGebra and the cycle model. Eurasia Journal of Mathematics, Science, and Technology Education, 18(10), 2-19. https://doi.org/10.29333/ejmste/12443

Bilgin, I., Şenocak, E., & Sözbilir, M. (2009). The effects of problem-based learning instruction on university students’ performance of conceptual and quantitative problems in gas concepts. Eurasia Journal of Mathematics, Science, and Technology Education, 5(2), 153–164. https://doi.org/10.12973/ejmste/75267

de Jong, T., Lazonder, A. W., Chinn, C. A., Fischer, F., Gobert, J., Hmelo-Silver, C. E., Koedinger, K. R., Krajcik, J. S., Kyza, E. A., Linn, M. C., Pedaste, M., Scheiter, K., & Zacharia, Z. C. (2023). Let’s talk evidence – The case for combining inquiry-based and direct instruction. Educational Research Review, 39 100536. https://doi.org/10.1016/j.edurev.2023.100536

Engle, K. K. (1981). Problem-Based Learning: An approach to medical education. The American Journal of Occupational Therapy, 35(8), 539–539. https://doi.org/10.5014/ajot.35.8.539b

Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment, 5(1), 1–23.

Gall, M. D., Gall, J. P., & Borg, W. R. (2010). Applying Educational Research: How to Read, Do, and Use Research to Solve Problems of Practice. Pearson Education Inc.

Irawati, Suroyo, & Novianti, I. (2025). Pengaruh problem-based learning terhadap hasil belajar ditinjau dari kemampuan berpikir kritis siswa kelas V di kecamatan Cibinon. Jurnal Studi Guru Dan Pembelajaran, 8(1), 64–79. https://doi.org/10.30605/jsgp.8.1.2025.5248

Jumaisyaroh, T., & Hasratuddin, E. E. N. (2016). Peningkatan kemampuan berpikir kritis matematis dan kemandirian belajar siswa SMP melalui pembelajaran berbasis masalah. AdMathEdu : Jurnal Ilmiah Pendidikan Matematika, Ilmu Matematika Dan Matematika Terapan, 5(1). https://doi.org/10.12928/admathedu.v5i1.4786

Leonard & Amanah, N. (2014). Pengaruh adversity quotient (AQ) dan kemampuan berfikir kritis terhadap prestasi belajar matematika. Perspektif Ilmu Pendidikan, 28(1), 55–64. http://journal.unj.ac.id/unj/index.php/pip/article/view/3302

Mutakinati, L., Anwari, I., & Yoshisuke, K. (2018). Analysis of students’ critical thinking skill of middle school through STEM education project-based learning. Jurnal Pendidikan IPA Indonesia, 7(1), 54–65. https://doi.org/10.15294/jpii.v7i1.10495

Mutiara, E., Suyanto, S., B, N. K. L., Laksita, G. D., & Zamzami, Z. (2024). Improving critical thinking skills using Problem-Based Learning: Systematic literature review. Jurnal Penelitian Pendidikan IPA, 10(12), 988–995. https://doi.org/10.29303/jppipa.v10i12.7872

Nasution, N. R. (2025). Pengaruh problem-based learning dan direct instruction berbantuan GeoGebra terhadap perolehan dan peningkatan kemampuan berpikir kritis matematis ditinjau dari adversity quotient siswa. Collase Journal, 8(6), 1199–1209. https://doi.org/10.22460/collase.v8i6.29717

Nurfitriyanti, M., Rosa, N. M., & Nursa’adah, F. P. (2020). Pengaruh kemampuan berpikir kritis, adversity quotient dan locus of control terhadap prestasi belajar matematika. JKPM (Jurnal Kajian Pendidikan Matematika), 5(2), 263. https://doi.org/10.30998/jkpm.v5i2.5929

Nurlaelah, A., Ilyas, M., & Palopo, U. C. (2021). Pengaruh adversity quotient terhadap kemampuan pemecahan masalah matematis siswa SD. Jurnal Penelitian Matematika Dan Pendidikan Matematika, 4(2), 89–97. https://doi.org/10.30605/proximal.v4i2.1367

Nurussalma, S., Yuniastuti, A., Mustikaningtyas, D., & Parmin, P. (2024). Analysis of the validity and readability of Google Sites learning media with a STEM approach on mutation material to improve student critical thinking skills. Unnes Science Education Journal, 13(2), 94–100. https://doi.org/10.15294/usej.v13i2.8364

Ramadhanti, F.T., Juandi, D., Jupri, A (2022). Pengaruh problem-based learning terhadap kemampuan berpikir tingkat tinggi matematis siswa. Aksioma: Jurnal Program Studi Pendidikan Matematika, 11(1), 667–682. https://doi.org/10.24127/ajpm.v11i1.4715

Putri, R. S. A., & Mariyati, L. I. (2025). Pengaruh adversity quotient dan sense of coherence terhadap tingkat stres akademik pada mahasiswa. G-Couns: Jurnal Bimbingan dan Konseling, 9(3), 1700–1719. https://doi.org/10.31316/g-couns.v9i3.7581

Rohmatulloh, R., Novaliyosi, N., Nindiasari, H., & Fatah, A. (2022). Integrasi media pembelajaran pada penerapan problem based learning (PBL) dalam pembelajaran matematika. Edukatif : Jurnal Ilmu Pendidikan, 4(4), 5544–5557. https://doi.org/10.31004/edukatif.v4i4.3249

Royani, I., Mirawati, B., & Jannah, H. (2018). Pengaruh model pembelajaran langsung berbasis praktikum terhadap keterampilan proses sains dan kemampuan berpikir kritis siswa. Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika Dan IPA IKIP Mataram, 6(2), 46-55. https://doi.org/10.33394/j-ps.v6i2.966

Syahbana, A. (2012). Pengembangan perangkat pembelajaran berbasis kontekstual untuk mengukur kemampuan berpikir kritis matematis siswa SMP. Edumatica, 2(2), 17–26.

Saha, R. A., Ayub, A. F. M., & Tarmizi, R. A. (2010). The effects of GeoGebra on mathematics achievement: Enlightening coordinate geometry learning. Procedia - Social and Behavioral Sciences, 8(5), 686–693. https://doi.org/10.1016/j.sbspro.2010.12.095

Salam, M., Ibrahim, N., & Sukardjo, M. (2019). Effects of instructional models and spatial intelligence on the mathematics learning outcomes after controlling for students’ initial competency. International Journal of Instruction, 12(3), 699–716. https://doi.org/10.29333/iji.2019.12342a

Sekar, N. N. (2020). Penggunaan model pembelajaran direct instruction sebagai upaya meningkatkan prestasi belajar IPS. Jurnal Ilmiah Pendidikan Profesi Guru, 3(2), 347. https://doi.org/10.23887/jippg.v3i2.29067

Soraya, D., Jampel, I. N., & Diputra, K. S. (2019). Pengaruh model pembelajaran problem based learning (pbl) berbasis kearifan lokal terhadap sikap sosial dan berfikir kritis pada mata pelajaran matematika. Thinking Skills and Creativity Journal, 1(2), 76-85. https://doi.org/10.23887/tscj.v1i2.20409

Supartini, K. W. (2021). Penerapan model pembelajaran direct learning untuk meningkatkan hasil belajar mata pelajaran food and beverage pada kompetensi menerapkan tehnik platting dan garnish. Journal of Education Action Research, 5(2), 194–199. https://doi.org/10.23887/jear.v5i2.33340

Trilling, B., & Fadel, C. (2009). 21 st Century Skills: Learning For Life Our Time. United States of America. pp, 1–243.

Widyatiningtyas, R., Kusumah, Y. S., Sumarmo, U., & Sabandar, J. (2015). The impact of problem-based learning approach to senior high school students’ mathematics critical thinking ability. Journal on Mathematic Education, 6(2), 107-116. https://doi.org/10.22342/jme.6.2.2165.107-116