doi: 10.18178/ijiet.2026.16.11.2743
Integrating GeoGebra into a Propose-STEM Learning Model to Enhance Mathematical Critical Thinking in Engineering Mathematics
Windry Novalia Jufri1
,
I Made Arnawa2 ,
Edwin Musdi3,* ,
Rijal Abdullah1 ,
Abna Hidayati4 ,
Ari Syaiful Rahman Arifin1
- 1Department of Civil Engineering, Faculty of Engineering, Universitas Negeri Padang, Padang, Indonesia
- 2Department of Mathematics and Data Science, Faculty of Mathematics and Natural Sciences, Universitas Andalas, Padang, Indonesia
- 3Department of Mathematics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Padang, Padang, Indonesia
- 4Department of Educational Technology, Faculty of Education, Universitas Negeri Padang, Padang, Indonesia
- Manuscript receivedApril 2, 2026
- revisedMay 18, 2026
- acceptedJune 29, 2026
- publishedNovember 12, 2026
Abstract
Developing mathematical critical thinking is an essential competency for engineering students. Based on observation, mathematics instruction in many engineering programs still emphasizes procedural problem-solving rather than higher-order thinking. Consequently, students often struggle to interpret problems, evaluate solution strategies, and justify mathematical reasoning. This study examined the effectiveness of integrating GeoGebra into a Propose-STEM learning model to enhance students’ mathematical critical thinking in engineering mathematics courses. The Propose-STEM model combines problem-based learning and problem posing within a STEM-oriented environment, supported by dynamic visualization and interactive exploration using GeoGebra. A quasi-experimental design was conducted with undergraduate engineering students enrolled in a calculus course. The experimental group was taught using the GeoGebra-supported Propose-STEM model, while the control group was trained through conventional instruction. Data were collected through pre- and posttests of mathematical critical thinking and analyzed using normalized gain scores, independent-samples t-tests, and Analysis of Covariance (ANCOVA). The results show that the experimental group achieved significantly greater improvement than the control group, with a higher normalized gain (0.70) than the control group (0.52). After controlling for baseline differences using ANCOVA, the instructional effect remained statistically significant, with a moderate-to-large adjusted effect size (partial η² = 0.270). These findings indicate that integrating GeoGebra into the Propose-STEM framework may create a meaningful learning environment for developing higher-order thinking skills. This study contributes to the literature by suggesting that integrating problem-based learning, problem posing, STEM learning, and dynamic visualization within a single instructional model was associated with improved mathematical critical thinking compared with conventional instruction.
Keywords
- mathematical critical thinking
- propose-STEM learning model
- GeoGebra
- STEM learning
- problem posing
- engineering mathematics education
How to Cite
Windry Novalia Jufri, I Made Arnawa, Edwin Musdi, Rijal Abdullah, Abna Hidayati, and Ari Syaiful Rahman Arifin, "Integrating GeoGebra into a Propose-STEM Learning Model to Enhance Mathematical Critical Thinking in Engineering Mathematics," International Journal of Information and Education Technology, vol. 16, no. 11, pp. 2904-2920, 2026. https://doi.org/10.18178/ijiet.2026.16.11.2743
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).