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The potential of virtual representations to help students in learning mathematics

International Journal of Electrical and Computer Engineering (IJECE) · Vol. 14 No. 6 (2024)

DOI
10.11591/ijece.v14i6.pp6411-6422
ISSN
2722-2578, 2088-8708
Published
2024-12-01
Publisher
Institute of Advanced Engineering and Science
License
creativecommons.org/licenses/by-sa/4.0

Abstract

The study aims to conclude the benefits of virtual representation in helping students learn mathematics. To answer this goal, this research utilizes the meta-analysis method of two-group difference design. The data collection process used inclusion criteria. The data collection process was carried out with the PRISMA. The results of the effect analysis of the p-value

Collaboration network of the authors

24 authors · 48 co-authorship links · 22 across different organisations

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  • Universitas Gadjah Mada
  • Yogyakarta State University
  • National Research and Innovation Agency
  • University of Brawijaya
  • Universitas Negeri Surabaya
  • Sumatera Institute of Technology
  • Webster University
  • Other organisations
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Arief IchwaniSumatera Institute of Technology1
Windyaning UstyannieUniversitas Gadjah Mada1
Devi Valentino WaasUniversitas Gadjah Mada1
Muhammad Faqih DzulqarnainUniversitas Gadjah Mada1
Faizal MakhrusUniversitas Gadjah Mada1
Wahyono WahyonoUniversitas Gadjah Mada1
Yaqutina Marjani SantosaUniversitas Gadjah Mada1
Agung PambudiUniversitas Gadjah Mada1
Nasution NasutionUniversitas Gadjah Mada1
Yusi Tyroni MursityoUniversity of Brawijaya1
Muhammad GhiffariUniversity of Brawijaya1
Bayuk NusantaraYogyakarta State University1
Samsul HadiYogyakarta State University1
Heri RetnawatiYogyakarta State University1
Sumaryanto SumaryantoYogyakarta State University1
Lantip Diat PrasojoYogyakarta State University1
Rimajon SotlikovaWebster University1
Jefri MailoolInstitut Agama Kristen Negeri Manado1
Yulia LinguistikaThe University of Adelaide1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

This record comes from Crossref (what the publisher deposited), because the journal's own OAI-PMH endpoint could not be harvested.

Metadata source: Crossref API (cadangan, berdasarkan ISSN) https://api.crossref.org/journals/2088-8708/works, first harvested 27 Okt 2026, last seen 27 Okt 2026.
Metadata as oai_dc, converted from Crossref 
<oai_dc:dc xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/"><dc:title>The potential of virtual representations to help students in learning mathematics</dc:title><dc:creator>Sari, Yurizka Melia</dc:creator><dc:creator>Arlinwibowo, Janu</dc:creator><dc:creator>Fatima, Gupita Nadindra</dc:creator><dc:creator>Purwoko, Dwi</dc:creator><dc:creator>Suprapto, Suprapto</dc:creator><dc:description>&lt;jats:p&gt;The study aims to conclude the benefits of virtual representation in helping students learn mathematics. To answer this goal, this research utilizes the meta-analysis method of two-group difference design. The data collection process used inclusion criteria. The data collection process was carried out with the PRISMA. The results of the effect analysis of the p-value &amp;amp;lt; 5% (95% confidence interval) and the total effect of 1.1761 so that virtual representation has a significant influence. The analysis showed that i) implementation in each continent showed identical positive effects, ii) the number of students subjected to the treatment did not make a difference, iii) themes in mathematics were equally well affected with the help of virtual representation, iv) the effect of virtual representation in junior high school, high school, and university was identical, v) the development of competencies in attitude, knowledge, and skills was equally good, vi) among the many applications, GeoGebra was the application that had the greatest impact in helping students understand mathematics subject matter, and vii) the use of smartphones had a greater effect than other devices such as computers and calculators. To produce the maximum effect in understanding students, it is recommended to use mobile devices and GeoGebra software.&lt;/jats:p&gt;</dc:description><dc:publisher>Institute of Advanced Engineering and Science</dc:publisher><dc:date>2024-12-01</dc:date><dc:type>info:eu-repo/semantics/article</dc:type><dc:format>application/pdf</dc:format><dc:identifier>https://doi.org/10.11591/ijece.v14i6.pp6411-6422</dc:identifier><dc:identifier>10.11591/ijece.v14i6.pp6411-6422</dc:identifier><dc:source>International Journal of Electrical and Computer Engineering (IJECE); Vol 14 No 6 (2024); 6411</dc:source><dc:source>2722-2578</dc:source><dc:source>2088-8708</dc:source><dc:relation>https://ijece.iaescore.com/index.php/IJECE/article/viewFile/36153/17792</dc:relation><dc:rights>http://creativecommons.org/licenses/by-sa/4.0</dc:rights></oai_dc:dc>