doi: 10.18178/ijiet.2026.16.7.2640
Reconstructing GeoGebra-based Geometry Learning within the Praxeology from the Anthropological Theory of the Didactic to Enhance Students’ Problem-solving Skills
Nanang Diana1,*
,
Agustinasari2 ,
Husnul Khatimah3 ,
Adi Apriadi Adiansha1 ,
M. Ibnusaputra1
- 1Primary School Teacher Education, STKIP Taman Siswa Bima, Bima, Indonesia
- 2Information Technology Education, STKIP Taman Siswa Bima, Bima, Indonesia
- 3Mathematics Education, STKIP Taman Siswa Bima, Bima, Indonesia
- Manuscript receivedNovember 17, 2025
- revisedDecember 16, 2025
- acceptedFebruary 17, 2026
- publishedJuly 15, 2026
Abstract
This study aims to reconstruct GeoGebra-based geometry learning within praxeology from Anthropological Theory of the Didactic (ATD) to enhance students’ problem-solving skills. It seeks to redesign the learning process by integrating digital tools and didactical praxeologies to strengthen students’ conceptual and reflective understanding in geometry. The research design used is a quasi-experimental Non-Equivalent Control Group Design with two classes, namely the experimental class (ATD-GeoGebra learning) and the control class (conventional ATD learning). The research subjects consisted of 60 mathematics education students who were selected purposively. The research instrument was a descriptive test of geometry problem-solving skills covering five indicators: problem identification, strategy planning, technique implementation, result interpretation, and evaluation-reflection. The results showed that the integration of GeoGebra significantly improved students’ problem-solving skills compared to ATD learning without digital support. The average N-Gain score in the experimental class reached 69.02% (high category), while in the control class it was only 42.96% (medium category). Independent t-tests on all indicators showed significant differences with a value of p < 0.001. These results confirm that the integration of GeoGebra strengthens the connection between the praxeological aspects (task–technique–technology–theory) in ATD, thereby transforming geometry learning from procedural to reflective and conceptual. Thus, the ATD-GeoGebra model is recommended as an effective innovative learning design to improve students’ problem-solving skills and mathematical literacy in higher education.
Keywords
- GeoGebra
- anthropological theory of didactics
- geometry
- problem solving
- digital learning
How to Cite
Nanang Diana, Agustinasari, Husnul Khatimah, Adi Apriadi Adiansha, and M. Ibnusaputra, "Reconstructing GeoGebra-based Geometry Learning within the Praxeology from the Anthropological Theory of the Didactic to Enhance Students’ Problem-solving Skills," International Journal of Information and Education Technology, vol. 16, no. 7, pp. 1770-1782, 2026. https://doi.org/10.18178/ijiet.2026.16.7.2640
Copyright & License
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).