GEOGEBRA-ASSISTED LEARNING, DOING, AND REPEATING (LDR) MODEL TO DEVELOP COMMUNITY NUMERACY SKILLS
Main Article Content
Abstract
In the Society 5.0 era, strong numeracy skills are essential for processing complex data and making informed decisions. However, the numeracy levels of the Indonesian population remain relatively low, underscoring the need for effective educational interventions. This study investigates the effectiveness of the Learning, Doing, and Repeating (LDR) model, supported by GeoGebra, in developing community-based numeracy skills. The LDR model structures learning through iterative cycles: initial instruction (Learning), direct application (Doing), and reinforcement (Repeating), with GeoGebra facilitating the visualization of mathematical relationships. An experimental one-group pretest–posttest design was employed, involving community members guided by PKBM Yapenmas. Numeracy skills were assessed using mathematics tasks adapted from the PISA 2022 framework, alongside observations and interviews. The results indicated significant improvements in participants' numeracy skills following the intervention. The use of GeoGebra was found to enhance participants' conceptual understanding and engagement during the learning process. These findings suggest that the LDR model, when integrated with interactive technology, offers an effective approach to fostering numeracy development in informal educational contexts. This study contributes to the growing field of technology-assisted mathematics education and highlights the potential of iterative learning models for strengthening foundational numeracy skills within community learning environments.
Downloads
Download data is not yet available.
Article Details
How to Cite
Delima, N., Supriyadi, E. I., & Aminah, M. (2025). GEOGEBRA-ASSISTED LEARNING, DOING, AND REPEATING (LDR) MODEL TO DEVELOP COMMUNITY NUMERACY SKILLS. Kalamatika: Jurnal Pendidikan Matematika, 10(1), 67-78. https://doi.org/10.22236/KALAMATIKA.vol10no1.2025pp67-78
Section
Article
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- Authors are asked to sign a "Copyright Transfer Agreement" upon acceptance of their manuscript, before the manuscript can be published. After the agreement is signed, copyright on the manuscript is transferred to the publisher (FKIP Universitas Muhammadiyah Prof. Dr. HAMKA), and the Authors grant the journal the right of first publication with the work simultaneously licensed under a CC-BY-SA or the Creative Commons Attribution–ShareAlike License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
- Authors should note that text quotations of more than 250 words from a published or copyrighted work will require grant of permission from the original publisher to reprint. The written permission letter(s) must be submitted together with the manuscript.
References
Asngari, D. R., Noer, S. H., & Rosidin, U. (2017). Pengembangan LKPD dalam Pembelajaran Berbantuan Geogebra untuk Memfasilitasi Kemampuan Visual Thinking (Development of LKPD in Geogebra Assisted Learning to Facilitate Visual Thinking Abilities). Jurnal Pendidikan Matematika Universitas Lampung, 5(10).
Benning, I., Linsell, C., & Ingram, N. (2018). Using technology in mathematics: Professional development for teachers. Paper Presented at the 41st Annual Conference of the Mathematics Education Research Group of Australasia, January, 146–153. https://files.eric.ed.gov/fulltext/ED592505.pdf%0D
Delima, N., Elfandi, P., Ramadhani, D. D., Nurhayati, W. S., Budiman, G. K. P., & Fatrizian, D. A. (2023). Meningkatkan Kemampuan Berpikir Kritis dan Kreatif Matematis serta Literasi Digital Siswa melalui Model Blended-Comprehensive Mathematics Instruction Berbantuan Geogebra (Improving Students’ Critical and Creative Mathematical Thinking Abilities as well as. Biormatika : Jurnal Ilmiah Fakultas Keguruan Dan Ilmu Pendidikan, 9(1), 37–44. https://doi.org/10.35569/biormatika.v9i1.1432
Delima, N., Elfandi, P., & Shopia, A. (2023). Bahan Ajar Model Blended-Comprehensive Mathematics Instruction ( CMI ) Berbantuan Geogebra (Blended-Comprehensive Mathematics Instruction (CMI) Model Teaching Materials Assisted by Geogebra). 7(1), 65–72.
Delima, N., Kurniasih, I., Tohari, T., Htneriana, R., Amalia, F. N., & Arumanegara, E. (2022). PISA dan AKM Literasi Matematika dan Kompetensi Numerasi (PISA and AKM Mathematical Literacy and Numeracy Competency) (N. Delima (ed.)). Unsub Press.
Ernest, P. (2015). The Social Outcomes of Learning Mathematics: Standard, Unintended or Visionary? International Journal of Education in Mathematics, Science and Technology, 3(3), 187. https://doi.org/10.18404/ijemst.29471
Handayani, T. B., Ratnaningsih, N., & Lestari, P. (2022). Analisis Literasi Matematis dalam Menyelesaikan Soal PISA Ditinjau dari Metacognitive Awareness. GAUSS: Jurnal Pendidikan Matematika, 5(2), 53–66. https://doi.org/10.30656/gauss.v5i2.5622
Hoogland, K., & Díez-Palomar, J. (2022). The Mathematisation of Society: Rethinking Basic Skills for Adults. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), 1–9. https://hal.science/hal-03745525
Istiqlal, M. (2017). Pengembangan Multimedia Interaktif Dalam Pembelajaran Matematika. JIPMat, 2(1). https://doi.org/10.26877/jipmat.v2i1.1480
Julinar, J., & Yusuf, F. N. (2019). Flipped Learning Model: Satu Cara Alternatif untuk Meningkatkan Keterampilan Berbicara Siswa. Jurnal Penelitian Pendidikan, 19(3), 366–373. https://doi.org/10.17509/jpp.v19i3.22330
Khurma, O. A., Jarrah, A., & Ali, N. (2025). PISA 2022 insights on intellectual curiosity, perspective-taking, and science achievement: Examining the mediating pathways. International Journal of Educational Research Open, 8(May 2024), 100414. https://doi.org/10.1016/j.ijedro.2024.100414
Knapp, T. R. (2016). Why Is the One-Group Pretest–Posttest Design Still Used? Clinical Nursing Research, 25(5), 467–472. https://doi.org/10.1177/1054773816666280
Lazzari, E. (2023). Flipped learning and affect in mathematics: Results of an initial narrative analysis. European Journal of Science and Mathematics Education, 11(1), 77–88. https://doi.org/10.30935/scimath/12435
Mudian, D., & Delima, N. (2024). Model Learning, Doing, and Repeating (LDR) untuk Meningkatkan Literasi Keuangan Masyarakat. Retrieved from https://www.researchgate.net/profile/Nita-Delima-2/publication/388753577_MODEL_LEARNING_DOING_AND_REPEATING_LDR_UNTUK_MENINGKATKAN_LITERASI_KEUANGAN_MASYARAKAT/links/67a4bd258311ce680c579e5f/MODEL-LEARNING-DOING-AND-REPEATING-LDR-UNTUK-MENINGKATKAN-LITERASI-KEUANGAN-MASYARAKAT.pdf
OECD. (2023). PISA 2022 Result The State of Learning and Equity in Education. In PISA: Vol. I. OECD Publishing. https://doi.org/10.31244/9783830998488
Ramdhani, T., Suharta, I. G. P., & Sudiarta, I. G. P. (2020). Pengaruh Model Pembelajaran Hybrid Learning Berbantuan Schoology untuk Meningkatkan Prestasi Belajar Matematika Siswa Kelas XI SMAN 2 Singaraja. Jurnal Pendidikan Matematika Undiksha, 11(2), 2613–9677. https://ejournal.undiksha.ac.id/index.php/JJPM/article/view/24967
Randall, R., Sukoco, G. A., Heyward, M., Purba, R., Arsendy, S., Zamjani, I., & Hafiszha, A. (2022). Reforming Indonesia’s curriculum: how Kurikulum Merdeka aims to address learning loss and learning outcomes in literacy and numeracy. In Direktorat Sekolah Dasar. INOVASI. https://www.inovasi.or.id/wp-content/uploads/2022/06/Learning-Gap-Series-Two-Reforming-Indonesias-curriculum-FIN_compressed.pdf
Rhilmanidar, R., Ramli, M., & Ansari, B. I. (2020). Efektivitas Modul Pembelajaran Berbantuan Software GeoGebra pada Materi Bangun Ruang Sisi Datar (Effectiveness of the Learning Module Assisted by GeoGebra Software on Flat-sided Space Geometry Material). Jurnal Didaktik Matematika, 7(2), 142–155. https://doi.org/10.24815/jdm.v7i2.17915
Rosser, A., King, P., & Widoyoko, D. (2022). The Political Economy of the Learning Crisis in Indonesia. Research on Improving Systems of Education, PE01. https://doi.org/https://doi.org/10.35489/BSG-RISE-2022/PE01
Sari, F. K., Farida, F., & Syazali, M. (2016). Pengembangan Media Pembelajaran (Modul) berbantuan Geogebra Pokok Bahasan Turunan (Geogebra-assisted Learning Media Development Derivative Topics). Al-Jabar : Jurnal Pendidikan Matematika, 7(2), 135–152. https://doi.org/10.24042/ajpm.v7i2.24
Suseno, P. U., Ismail, Y., & Ismail, S. (2020). Pengembangan Media Pembelajaran Matematika Video Interaktif berbasis Multimedia (Development of Multimedia-based Interactive Video Mathematics Learning Media). Jambura Journal of Mathematics Education, 1(2), 59–74.
Syahril, I. (2023). Emancipated Learning: Lessons Learned from Transforming an Education System (Issue November). https://smeru.or.id/sites/default/files/events/231114_-_iwan_syahril_emancipated_learning_lesson_learned_from_transforming_an_education_system.pptx_0.pdf
Team, C. N. (2022). Importance of Repetition Learning. The Continuing Professional Development Certification Service. https://cpduk.co.uk/news/importance-of-repetition-in-learning
Wijaya, T. T., Hidayat, W., Hermita, N., Alim, J. A., & Talib, C. A. (2024). Exploring Contributing Factors to PISA 2022 Mathematics Achievement: Insights From Indonesian Teachers. Infinity Journal, 13(1), 139–156. https://doi.org/10.22460/infinity.v13i1.p139-156
Benning, I., Linsell, C., & Ingram, N. (2018). Using technology in mathematics: Professional development for teachers. Paper Presented at the 41st Annual Conference of the Mathematics Education Research Group of Australasia, January, 146–153. https://files.eric.ed.gov/fulltext/ED592505.pdf%0D
Delima, N., Elfandi, P., Ramadhani, D. D., Nurhayati, W. S., Budiman, G. K. P., & Fatrizian, D. A. (2023). Meningkatkan Kemampuan Berpikir Kritis dan Kreatif Matematis serta Literasi Digital Siswa melalui Model Blended-Comprehensive Mathematics Instruction Berbantuan Geogebra (Improving Students’ Critical and Creative Mathematical Thinking Abilities as well as. Biormatika : Jurnal Ilmiah Fakultas Keguruan Dan Ilmu Pendidikan, 9(1), 37–44. https://doi.org/10.35569/biormatika.v9i1.1432
Delima, N., Elfandi, P., & Shopia, A. (2023). Bahan Ajar Model Blended-Comprehensive Mathematics Instruction ( CMI ) Berbantuan Geogebra (Blended-Comprehensive Mathematics Instruction (CMI) Model Teaching Materials Assisted by Geogebra). 7(1), 65–72.
Delima, N., Kurniasih, I., Tohari, T., Htneriana, R., Amalia, F. N., & Arumanegara, E. (2022). PISA dan AKM Literasi Matematika dan Kompetensi Numerasi (PISA and AKM Mathematical Literacy and Numeracy Competency) (N. Delima (ed.)). Unsub Press.
Ernest, P. (2015). The Social Outcomes of Learning Mathematics: Standard, Unintended or Visionary? International Journal of Education in Mathematics, Science and Technology, 3(3), 187. https://doi.org/10.18404/ijemst.29471
Handayani, T. B., Ratnaningsih, N., & Lestari, P. (2022). Analisis Literasi Matematis dalam Menyelesaikan Soal PISA Ditinjau dari Metacognitive Awareness. GAUSS: Jurnal Pendidikan Matematika, 5(2), 53–66. https://doi.org/10.30656/gauss.v5i2.5622
Hoogland, K., & Díez-Palomar, J. (2022). The Mathematisation of Society: Rethinking Basic Skills for Adults. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), 1–9. https://hal.science/hal-03745525
Istiqlal, M. (2017). Pengembangan Multimedia Interaktif Dalam Pembelajaran Matematika. JIPMat, 2(1). https://doi.org/10.26877/jipmat.v2i1.1480
Julinar, J., & Yusuf, F. N. (2019). Flipped Learning Model: Satu Cara Alternatif untuk Meningkatkan Keterampilan Berbicara Siswa. Jurnal Penelitian Pendidikan, 19(3), 366–373. https://doi.org/10.17509/jpp.v19i3.22330
Khurma, O. A., Jarrah, A., & Ali, N. (2025). PISA 2022 insights on intellectual curiosity, perspective-taking, and science achievement: Examining the mediating pathways. International Journal of Educational Research Open, 8(May 2024), 100414. https://doi.org/10.1016/j.ijedro.2024.100414
Knapp, T. R. (2016). Why Is the One-Group Pretest–Posttest Design Still Used? Clinical Nursing Research, 25(5), 467–472. https://doi.org/10.1177/1054773816666280
Lazzari, E. (2023). Flipped learning and affect in mathematics: Results of an initial narrative analysis. European Journal of Science and Mathematics Education, 11(1), 77–88. https://doi.org/10.30935/scimath/12435
Mudian, D., & Delima, N. (2024). Model Learning, Doing, and Repeating (LDR) untuk Meningkatkan Literasi Keuangan Masyarakat. Retrieved from https://www.researchgate.net/profile/Nita-Delima-2/publication/388753577_MODEL_LEARNING_DOING_AND_REPEATING_LDR_UNTUK_MENINGKATKAN_LITERASI_KEUANGAN_MASYARAKAT/links/67a4bd258311ce680c579e5f/MODEL-LEARNING-DOING-AND-REPEATING-LDR-UNTUK-MENINGKATKAN-LITERASI-KEUANGAN-MASYARAKAT.pdf
OECD. (2023). PISA 2022 Result The State of Learning and Equity in Education. In PISA: Vol. I. OECD Publishing. https://doi.org/10.31244/9783830998488
Ramdhani, T., Suharta, I. G. P., & Sudiarta, I. G. P. (2020). Pengaruh Model Pembelajaran Hybrid Learning Berbantuan Schoology untuk Meningkatkan Prestasi Belajar Matematika Siswa Kelas XI SMAN 2 Singaraja. Jurnal Pendidikan Matematika Undiksha, 11(2), 2613–9677. https://ejournal.undiksha.ac.id/index.php/JJPM/article/view/24967
Randall, R., Sukoco, G. A., Heyward, M., Purba, R., Arsendy, S., Zamjani, I., & Hafiszha, A. (2022). Reforming Indonesia’s curriculum: how Kurikulum Merdeka aims to address learning loss and learning outcomes in literacy and numeracy. In Direktorat Sekolah Dasar. INOVASI. https://www.inovasi.or.id/wp-content/uploads/2022/06/Learning-Gap-Series-Two-Reforming-Indonesias-curriculum-FIN_compressed.pdf
Rhilmanidar, R., Ramli, M., & Ansari, B. I. (2020). Efektivitas Modul Pembelajaran Berbantuan Software GeoGebra pada Materi Bangun Ruang Sisi Datar (Effectiveness of the Learning Module Assisted by GeoGebra Software on Flat-sided Space Geometry Material). Jurnal Didaktik Matematika, 7(2), 142–155. https://doi.org/10.24815/jdm.v7i2.17915
Rosser, A., King, P., & Widoyoko, D. (2022). The Political Economy of the Learning Crisis in Indonesia. Research on Improving Systems of Education, PE01. https://doi.org/https://doi.org/10.35489/BSG-RISE-2022/PE01
Sari, F. K., Farida, F., & Syazali, M. (2016). Pengembangan Media Pembelajaran (Modul) berbantuan Geogebra Pokok Bahasan Turunan (Geogebra-assisted Learning Media Development Derivative Topics). Al-Jabar : Jurnal Pendidikan Matematika, 7(2), 135–152. https://doi.org/10.24042/ajpm.v7i2.24
Suseno, P. U., Ismail, Y., & Ismail, S. (2020). Pengembangan Media Pembelajaran Matematika Video Interaktif berbasis Multimedia (Development of Multimedia-based Interactive Video Mathematics Learning Media). Jambura Journal of Mathematics Education, 1(2), 59–74.
Syahril, I. (2023). Emancipated Learning: Lessons Learned from Transforming an Education System (Issue November). https://smeru.or.id/sites/default/files/events/231114_-_iwan_syahril_emancipated_learning_lesson_learned_from_transforming_an_education_system.pptx_0.pdf
Team, C. N. (2022). Importance of Repetition Learning. The Continuing Professional Development Certification Service. https://cpduk.co.uk/news/importance-of-repetition-in-learning
Wijaya, T. T., Hidayat, W., Hermita, N., Alim, J. A., & Talib, C. A. (2024). Exploring Contributing Factors to PISA 2022 Mathematics Achievement: Insights From Indonesian Teachers. Infinity Journal, 13(1), 139–156. https://doi.org/10.22460/infinity.v13i1.p139-156