The Effect of Interactive Computer Program on Student Accomplishment in Teaching Trigonometry

Happy Lumbantobing


The aim of this research is to consider the effect of using an interactive computer program in trigonometry learning. Counterbalance research design was used with a sample of 43 students. The sample was spread in two experimental classes, namely acceleration classes of 24 students and regular classes of 19 students. Both classes received the same learning treatment, namely learning designed using GeoGebra software and ordinary learning without using GeoGebra software. Research data were analysed applying the SPSS 24 program for Windows with the significance level (two-tailed) determined to 0.05. The analysis shows that there are significant differences in learning outcomes between the two types of learning. The superior learning outcomes were obtained in learning that was designed using GeoGebra software.


Trigonometry; GeoGebra software; Accomplishment.

Full Text:



OECD. PISA 2015 results (volume I): Excellence and equity in education, PISA, OECD Publishing, Paris. Available:, Dec 6, 2016 [Apr 3, 2018].

TIMSS. TIMSS 2015 international results in mathematics.

Available:, Nov 2016 [Apr 3, 2018].

Litbang Kemendikbud. Badan penelitian dan pengembangan kementerian pendidikan dan kebudayaan. Available:, 2017 [Apr. 3, 2018].

H. Lumbantobing and T.I. Haaker. “Aeroelastic oscillations of a single seesaw oscillator under strong wind conditions”. Journal of Indonesian Mathematical Society, vol. 6, issue 5, pp. 439-444, 2000.

H. Lumbantobing and T.I. Haaker. “Aeroelastic oscillations of a single seesaw-type oscillator under strong wind conditions”. Journal of Sound and Vibration, vol. 257, issue 3, pp. 439-456, Oct. 2002.

H. Lumbantobing and T.I. Haaker. “On the parametric excitation of some nonlinear aeroelastic oscillators”. Journal of Fluids and Structures, vol. 19, issue 2, pp. 221-237, Feb. 2004.

T. Adamek, K. Penkalski and G. Valentine. (2005). The history of trigonometry, history of mathematics, Internet: ~mjraman/History_Of_ Trig.pdf [Apr. 27, 2018]

D. Kamber and D. Takaci (2018). “On problematic aspects in learning trigonometry”. International Journal of Mathematical Education in Science and Technology, vol. 49, issue 2. pp. 161-175, Jul. 2017.

M. Hohenwarter and J. Preiner. (2007, March). “Dynamic mathematics with GeoGebra.” The Journal of Online Mathematics and Its Applications. [On-line]. Volume 7, Article ID 1448. Available: [Apr. 3, 2018].

M. Hohenwarter and K. Jones. (2007, Nov.). “Ways of linking geometry and algebra, the case of Geogebra”. Proceedings of the British Society for Research into Learning Mathematics. [On-line]. vol. 27, issue 3, pp.126-131. Available: [Apr. 3, 2018].

T. Güyer. (2008). “Computer algebra systems as the mathematics teaching tool.” World Applied Sciences Journal. [On-line]. vol. 3, issue 1, pp. 132-139.

Available: [Apr. 3, 2018].

Y. Zengin, H. Furkan, and T. Kutluca. (2012). “The effect of dynamic mathematics software GeoGebra on student achievement in teaching of trigonometry. ” Procedia-Social and Behavioral Sciences. [On-line]. issue 31. pp. 183-187.

Available: [Jul.11, 2018]

E. Zakaria and L.S. Lee. (2012). “Teachers’ perceptions toward the use of GeoGebra in the teaching and learning of mathematics.” Journal of Mathematics and Statistics. [On-line]. vol. 8, issue 2, pp. 253-257.

Available: [May 9, 2018]

E. Tatar. “The effect of dynamic mathematics software on student achievement in mathematics: The case of trigonometry”. Energy Education Science and Technology Part B: Social and Educational Studies, vol. 4, issue 1, pp. 459-468, 2012.

E. Tatar. (2013). “The effect of dynamic software on prospective mathematics teachers’ perceptions regarding information and communication technology.” Australian Journal of Teacher Education. [On-line]. vol. 38, issue 12, pp. 1-16.

Available: [Aug. 8, 2018]

M. Bulut , H.U. Akcakin, and G. Kaya. (2016). “The effects of geogebra on third grade primary students’ academic achievement in fractions.” International Society of Educational Research (ISER), Mathematics Education. [On-line]. vol. 11, issue 2, pp. 347-355. Available: [Aug. 8, 2018]

C.N. Nobre, M.R.G. Meireles, N.V. Junior, M.N. de Resende, L.E. da Costa and R.C. da Rocha, (2016). “The use of geogebra software as a calculus teaching and learning tool.” Informatics in Education. [On-line]. vol. 15, issue 2, pp. 253-267. Available: [Aug. 8, 2018].

Zengin, Y., (2017). “The effects of GeoGebra software on pre-service mathematics teachers’ attitudes and views toward proof and proving.“ International Journal of Mathematical Education in Science and Technology. [On-line], vol. 48, issue 7, pp. 1002-1022.

Available: [Apr. 9, 2018].

M. Shuttleworth. (2018). Counterbalanced measures design. [On-line].

Available: [Apr.22, 2018]

Kemendikbud, (2013). Peraturan menteri pendidikan dan kebudayaan Republik Indonesia nomor 69 tahun 2013 tentang kerangka dasar dan struktur kurikulum Sekolah Menengah Atas/Madrasah Aliyah. [On-line]. Available: [May12, 2018].

R.R. Hake. (2008). Evaluating conceptual gains in mechanics: a six thousand student survey of test data. American Institute of Physics. AIP Conference Proceedings. [On-line]. 399 (1).

Available: [Apr. 9, 2018].

R.R. Hake. (1998). “Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses.” American Journal of Physics. [On-line], vol. 66, issue 1, pp. 64-74. Available: [Apr. 9, 2018].

V. Rajagopalan. Selected Statistical Tests. New Delhi: New Age International (P) Limited, 2006.

Stang, Cara Praktis Penentuan Uji Statistik dalam Penelitian Kesehatan dan Kedokteran. Penerbit: Mitra Wacana Media. Jakarta. Indonesia. 2014.


  • There are currently no refbacks.

Comments on this article

View all comments





About IJSBAR | Privacy PolicyTerms & Conditions | Contact Us | DisclaimerFAQs 

IJSBAR is published by (GSSRR).