DGS-based Instruction Effectiveness in Middle School Mathematics Classroom: A Systematic Review Maulana Maxribbi Guntara (a*), Dadang Juandi (b*), Aljupri (b*)
a) Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia,
Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*maxribbi[at]student.upi.edu
b) Departemen Pendidikan Matematika, Fakultas Pendidikan Matematika dan IPA, Universitas Pendidikan Indonesia,
Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*dadang.juandi[at]upi.edu
*aljupri[at]upi.edu
Abstract
The aim of this study is to analyse the conducted studies in order to reveal the effect of Dynamic Geometry Software (DGS) - based instruction used in secondary school mathematics classroom to enhance student achievement, particularly in geometry topics. The method used is a systematic review. The researchers conducted an identified a comprehensive literature search of articles written between 2011 and 2020 from major databases according to a prespecified search strategy and selection criteria. The key question in this study is how the description of DGS-based instruction enhance mathematics achievement is viewed from the study grade level, duration of the study and sample size. Through the systematic review method, it is found that based in the grade level of the study, research on 8th grade student is more dominant, based on duration of the study, research conducted from one to eight weeks, and based on sample size, the majority of the research uses research subjects above 50 students. This study contributes to the literature on DGS-based instruction in middle school mathematics classroom by providing synthesis of the latest 10 years of research.
