Melola Discovery

← Melola Discovery

Open access Journal

The Effectiveness of Diagnostic Assessments and GeoGebra-Assisted Learning on Learning Outcomes Reviewed from Learning Styles

Edumatica : Jurnal Pendidikan Matematika · Vol. 15 No. 3 (2025) · pp. 310–324

DOI
10.22437/edumatica.v15i3.45845
ISSN
2580-0779, 2088-2157
Published
2025-10-30
Publisher
Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi
Language
en
License
creativecommons.org/licenses/by-nc-sa/4.0

Abstract

English

This study aims to analyze the effectiveness of providing cognitive and non-cognitive diagnostic (learning style) assessments and recognizing students' learning styles before the learning process occurs. The results of this study show that, typically, the diagnostic assessment process is not implemented before learning activities begin, and that the learning process proceeds without first taking into account the learning style of the students. This study also analyzes the effectiveness of the use of GeoGebra in learning as a solution to facilitating various student learning styles. The research was carried out in 2 schools, namely SMA Negeri 2 Kefamenanu and SMA Katolik Warta Bakti Kefamenanu, utilizing a Pre-Experimental design, with a total of 53 students chosen by a purposive sampling technique. Data were collected using questionnaires and test questions, then analyzed using the Kruskal-Wallis and Wilcoxon Signed Test methods to compare the student groups from each school. The results indicate that the average mathematical diagnostic assessment score was 16.4553. After utilizing GeoGebra during learning and focusing on student learning styles, the students' average mathematical ability score increased to 62. This result is supported by the Kruskal-Wallis Test and Wilcoxon Signed Test, indicating that the average of the mathematical ability score from the diagnostic assessment reaches near-equilibrium after the students are exposed to GeoGebra. The increase in students' ability by 55% on the N-Gain Test shows that learning by utilizing GeoGebra is quite effective in improving students' mathematical skills. These results lead to the conclusion that learning by using GeoGebra during learning after cognitive diagnostic assessments and paying attention to students' learning styles is the best way to improve student learning outcomes.

Indonesian

This study aims to analyze the effectiveness of providing cognitive and non-cognitive diagnostic (learning style) assessments and recognizing students' learning styles before the learning process occurs. The results of this study show that, typically, the diagnostic assessment process is not implemented before learning activities begin, and that the learning process proceeds without first taking into account the learning style of the students. This study also analyzes the effectiveness of the use of GeoGebra in learning as a solution to facilitating various student learning styles. The research was carried out in 2 schools, namely SMA Negeri 2 Kefamenanu and SMA Katolik Warta Bakti Kefamenanu, utilizing a Pre-Experimental design, with a total of 53 students chosen by a purposive sampling technique. Data were collected using questionnaires and test questions, then analyzed using the Kruskal-Wallis and Wilcoxon Signed Test methods to compare the student groups from each school. The results indicate that the average mathematical diagnostic assessment score was 16.4553. After utilizing GeoGebra during learning and focusing on student learning styles, the students' average mathematical ability score increased to 62. This result is supported by the Kruskal-Wallis Test and Wilcoxon Signed Test, indicating that the average of the mathematical ability score from the diagnostic assessment reaches near-equilibrium after the students are exposed to GeoGebra. The increase in students' ability by 55% on the N-Gain Test shows that learning by utilizing GeoGebra is quite effective in improving students' mathematical skills. These results lead to the conclusion that learning by using GeoGebra during learning after cognitive diagnostic assessments and paying attention to students' learning styles is the best way to improve student learning outcomes.

Keywords

Collaboration network of the authors

40 authors · 104 co-authorship links · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Halu Oleo
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Jamal HarimudinAffiliation unknown4
Raihan RaihanAffiliation unknown4
Esya HeryanaAffiliation unknown4
La Ode ResteleAffiliation unknown3
Winona LutfiahAffiliation unknown3
Safrudin SaharUniversitas Halu Oleo2
Weka WidayatiUniversitas Halu Oleo2
Akbardiansyah AkbardiansyahAffiliation unknown2
Ainun Mardiyah LubisAffiliation unknown2
Yulia Anita SiregarAffiliation unknown2
Muhammad AnasUniversitas Halu Oleo1
Erniwati ErniwatiAffiliation unknown1
Jufri KarimUniversitas Halu Oleo1
Djafar MeyAffiliation unknown1
wa Ode YusriaAffiliation unknown1
la Ode RustamAffiliation unknown1
Ahmad IskandarAffiliation unknown1
Yoo Eka Yana KansilUniversitas Halu Oleo1
La Ode KaimudinAffiliation unknown1
Fahyuddin FahyuddinAffiliation unknown1
Jamili JamiliAffiliation unknown1
Hasbullah SyafAffiliation unknown1
Eka AprianaAffiliation unknown1
Lukman YunusAffiliation unknown1
Eulisa EulisaAffiliation unknown1
La Onu OlaAffiliation unknown1
Ade Rahmasari HarsonoAffiliation unknown1
Djafar MeyUniversitas Halu Oleo1
Anita IndriasaryAffiliation unknown1
Noor Husna KhairisaAffiliation unknown1
Putri HadiyatinAffiliation unknown1
Iradat SalihinAffiliation unknown1
Jamal HarimuddinAffiliation unknown1
Saban RahimAffiliation unknown1
Nurmala SukawatiAffiliation unknown1
Jahada JahadaUniversitas Halu Oleo1

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.

Metadata source: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/edumatica/oai, first harvested 6 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">The Effectiveness of Diagnostic Assessments and GeoGebra-Assisted Learning on Learning Outcomes Reviewed from Learning Styles</dc:title>
	<dc:title xml:lang="id">The Effectiveness of Diagnostic Assessments and GeoGebra-Assisted Learning on Learning Outcomes Reviewed from Learning Styles</dc:title>
	<dc:creator xml:lang="en">Salsinha, Cecilia Novianti</dc:creator>
	<dc:creator xml:lang="en">Fitriani, Fitriani</dc:creator>
	<dc:creator xml:lang="en">Bete, Hendrika</dc:creator>
	<dc:creator xml:lang="en">Hall, Eric Steven</dc:creator>
	<dc:subject xml:lang="en">diagnostic assessments</dc:subject>
	<dc:subject xml:lang="en">GeoGebra</dc:subject>
	<dc:subject xml:lang="en">Kruskal-Wallis test</dc:subject>
	<dc:subject xml:lang="en">pre-experimental</dc:subject>
	<dc:subject xml:lang="en">Wilcoxon signed test</dc:subject>
	<dc:subject xml:lang="id">diagnostic assessments</dc:subject>
	<dc:subject xml:lang="id">GeoGebra</dc:subject>
	<dc:subject xml:lang="id">Kruskal-Wallis test</dc:subject>
	<dc:subject xml:lang="id">pre-experimental</dc:subject>
	<dc:subject xml:lang="id">Wilcoxon signed test</dc:subject>
	<dc:description xml:lang="en">This study aims to analyze the effectiveness of providing cognitive and non-cognitive diagnostic (learning style) assessments and recognizing students' learning styles before the learning process occurs. The results of this study show that, typically, the diagnostic assessment process is not implemented before learning activities begin, and that the learning process proceeds without first taking into account the learning style of the students. This study also analyzes the effectiveness of the use of GeoGebra in learning as a solution to facilitating various student learning styles. The research was carried out in 2 schools, namely SMA Negeri 2 Kefamenanu and SMA Katolik Warta Bakti Kefamenanu, utilizing a Pre-Experimental design, with a total of 53 students chosen by a purposive sampling technique. Data were collected using questionnaires and test questions, then analyzed using the Kruskal-Wallis and Wilcoxon Signed Test methods to compare the student groups from each school. The results indicate that the average mathematical diagnostic assessment score was 16.4553. After utilizing GeoGebra during learning and focusing on student learning styles, the students' average mathematical ability score increased to 62. This result is supported by the Kruskal-Wallis Test and Wilcoxon Signed Test, indicating that the average of the mathematical ability score from the diagnostic assessment reaches near-equilibrium after the students are exposed to GeoGebra. The increase in students' ability by 55% on the N-Gain Test shows that learning by utilizing GeoGebra is quite effective in improving students' mathematical skills. These results lead to the conclusion that learning by using GeoGebra during learning after cognitive diagnostic assessments and paying attention to students' learning styles is the best way to improve student learning outcomes.</dc:description>
	<dc:description xml:lang="id">This study aims to analyze the effectiveness of providing cognitive and non-cognitive diagnostic (learning style) assessments and recognizing students' learning styles before the learning process occurs. The results of this study show that, typically, the diagnostic assessment process is not implemented before learning activities begin, and that the learning process proceeds without first taking into account the learning style of the students. This study also analyzes the effectiveness of the use of GeoGebra in learning as a solution to facilitating various student learning styles. The research was carried out in 2 schools, namely SMA Negeri 2 Kefamenanu and SMA Katolik Warta Bakti Kefamenanu, utilizing a Pre-Experimental design, with a total of 53 students chosen by a purposive sampling technique. Data were collected using questionnaires and test questions, then analyzed using the Kruskal-Wallis and Wilcoxon Signed Test methods to compare the student groups from each school. The results indicate that the average mathematical diagnostic assessment score was 16.4553. After utilizing GeoGebra during learning and focusing on student learning styles, the students' average mathematical ability score increased to 62. This result is supported by the Kruskal-Wallis Test and Wilcoxon Signed Test, indicating that the average of the mathematical ability score from the diagnostic assessment reaches near-equilibrium after the students are exposed to GeoGebra. The increase in students' ability by 55% on the N-Gain Test shows that learning by utilizing GeoGebra is quite effective in improving students' mathematical skills. These results lead to the conclusion that learning by using GeoGebra during learning after cognitive diagnostic assessments and paying attention to students' learning styles is the best way to improve student learning outcomes.</dc:description>
	<dc:publisher xml:lang="en">Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi</dc:publisher>
	<dc:date>2025-10-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/edumatica/article/view/45845</dc:identifier>
	<dc:identifier>10.22437/edumatica.v15i3.45845</dc:identifier>
	<dc:source xml:lang="en">Edumatica : Jurnal Pendidikan Matematika; Vol. 15 No. 3 (2025): Edumatica: Jurnal Pendidikan matematika (December 2025); 310-324</dc:source>
	<dc:source xml:lang="id">Edumatica : Jurnal Pendidikan Matematika; Vol 15 No 3 (2025): Edumatica: Jurnal Pendidikan matematika (Desember 2025); 310-324</dc:source>
	<dc:source>2580-0779</dc:source>
	<dc:source>2088-2157</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/edumatica/article/view/45845/22334</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Cecilia Novianti Salsinha, Fitriani Fitriani, Hendrika Bete, Eric Steven Hall</dc:rights>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
</oai_dc:dc>