IJIET 2026 Vol.16(7): 1770-1782
doi: 10.18178/ijiet.2026.16.7.2640
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 Diana 1,*, Agustinasari 2, Husnul Khatimah 3, Adi Apriadi Adiansha 1,
and M. Ibnusaputra 1
1. Primary School Teacher Education, STKIP Taman Siswa Bima, Bima, Indonesia
2. Information Technology Education, STKIP Taman Siswa Bima, Bima, Indonesia
3. Mathematics Education, STKIP Taman Siswa Bima, Bima, Indonesia
Email: nanangdiana.math@gmail.com (N.D.); atinasari23@gmail.com (A.); husnul.khatimahh21@gmail.com (H.K); adiapriadiadiansha@gmail.com (A.A.A.); ibnusaputratsb@gmail.com (M.I.)
*Corresponding author
2. Information Technology Education, STKIP Taman Siswa Bima, Bima, Indonesia
3. Mathematics Education, STKIP Taman Siswa Bima, Bima, Indonesia
Email: nanangdiana.math@gmail.com (N.D.); atinasari23@gmail.com (A.); husnul.khatimahh21@gmail.com (H.K); adiapriadiadiansha@gmail.com (A.A.A.); ibnusaputratsb@gmail.com (M.I.)
*Corresponding author
Manuscript received November 17, 2025; revised December 16, 2025; accepted February 17, 2026; published July 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
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).
Keywords—GeoGebra, anthropological theory of didactics, geometry, problem solving, digital learning
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.
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).