Lathiful Anwar, Cholis Sa’dijah, Yuhana Faradila Muzam Roudloh, Yerizon, Maiyastri
Introduction: cultivating robust mathematical reasoning is critical for secondary learners, underpinning skills in argumentation, justification, and problem-solving. Despite its importance, many students encounter persistent difficulties, exacerbated by a scarcity of interactive resources and insufficient intrinsic motivation. These challenges underscore the urgent need for curriculum-aligned digital environments that purposefully embed reasoning practices. Objectives: the objective of this study was to develop and evaluate a GeoGebra-integrated digital worksheet to foster Grade 9 students’ mathematical reasoning. Method: the research followed the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) with 32 junior high school students in Malang Regency, Indonesia. The worksheet was designed in Canva, converted into a Heyzine Flipbook, and embedded with GeoGebra-based exploratory tasks and assessments. Three mathematics education experts validated the product, and revisions were made accordingly. Data came from pre-tests, post-tests, questionnaires, and teacher interviews. Quantitative results were analyzed with descriptive statistics, while qualitative data were analyzed using Thematics Analysis. Results: the analysis revealed that the worksheet is valid, practical, and pedagogically effective. Participants exhibited statistically significant score increases from pre-test to post-test and self-reported enhanced motivational levels, improved visual comprehension, and higher engagement. Educators attested to the instrument’s pedagogical relevance and curricular congruence. Identified barriers included erratic Internet connectivity and the constrained instructional scope of a single mathematical topic. Conclusions: the GeoGebra-integrated digital worksheet is a valid and effective tool for enhancing mathematical reasoning at the secondary school level. It holds strong potential for broader application and future research across more mathematical topics. © 2025; Los autores.
Universitas Negeri Malang, Department of Mathematics, Malang, Indonesia; Universitas Negeri Padang, Department of Mathematics, Padang, Indonesia; Andalas University, Department of Mathematics, Padang, Indonesia
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