RESEARCH PROPOSAL

THE EFFECT OF MODEL OF LEARNING CYCLE 5E UTILIZING

GEOGEBRA : THE CIRCLE EQUATION

Jamhari

Bachelor Degree of Mathematics Education

Mulawarman University, Samarinda, Indonesia
1. Introduction
During learning, mathematics seems less connect to the substance of
problem solving. Students tend to memorize math concepts so that students'
ability to solve problems is very less. In Indonesia, Circle equation is one of
the subjects about geometry that was taught in high senior school. They is
very important to applicate mathematics of the daily life. Although to
determine circle equation can do in learning, but in fact it has a study that is
very abstract. Moreover, it not only has a study which is abstract, but also it
has many languages which are symbolism. So that, students must require
reasoning high. If students want to build individual mindset, they will get
definitely trouble. Most students have difficulty in solving mathematics
problems especially geometry problems, because they can not receive direct
object of mathematics. So that they can not master mathematical concept
well, they can not understand well about mathematical symbols and the origin
of the mathematical principle, and they are not fluent in using mathematical
operation and procedure. According to Noraini Idris (2006) the lack of
understanding in learning geometry often causes discouragement among the
students, which invariably will lead to poor performance in geometry. She
claimed that some factors have been identified causing the difficulties in
geometry learning, those are geometry language, visualization abilities and
ineffective instruction.

One of the ways of the teacher to increase achievement of the students

is with using various kinds learning methods. So that, students can be
motivated to follow learning, and learning will be fun, not be boring and be
interesting. moreover, a teacher can use a learning media such as using
software of the computer that can help students to solve the problems
especially the mathematical problems. Because we had known that
technology like using computer is very important for our life today, and in
this rapidly changing environment, education should change as quickly as the
technology. According to The National Council of Teachers of Mathematics
(NCTM), there are six principles and standards for school in mathematics
teaching where they dedicated technology as one of their six principles for
school mathematics. According to NCTM (2000), technology is essential in
teaching and learning mathematics where it can influence the mathematics
that is taught and can increase students learning. Besides that, technology
can also help students to furnish their visual images of mathematical ideas,
organizing and analyzing data, and can compute efficiently and accurately.
Technology can support students to investigate in every area of mathematics,
such as geometry, statistics, algebra, measurement and number (NCTM,
2000). Therefore, researcher will use model of learning cycle 5E with
utilizing GeoGebra in mathematics learning to know whether there are
significant to achievement of the students.
1.1. Model of Learning Cycle 5E
Abruscato (2010) argues that model of learning cycle 5E consists
of five phases: engagement, exploration, explanation, elaboration, and
evaluation. The model gives students the opportunity to get motivation
through

engagement

stage,

doing

exploration,

explanation

and

elaboration as well as get a chance to do an evaluation which can lead

students to have the ability of solving problem.
1) Engagement
This step is the step to generate and to develop motivation of
students about the topic. at the step, the students demonstrate an

event or questions which will be given by teacher. The step can

attract the attention of students to be motivated to learn the concepts.
2) Exploration
In this step, students conduct discussion in groups about 2 to 4
students per group. Students perform testing predictions, record
observations and ideas for activities.
3) Explanation
Students explain their understanding about the concept and process
of how students learn. The role of the teacher is to clarify the
understanding of the students and to conclude a new concept based
on the explanation of the student if it is correct concept.
4) Elaboration
students build a concept or idea which they have learned, and They
link concepts or related circumstances. Furthermore, students
perform activities of resolution of the problem related to the topic..
5) Evaluation
In the last step, teacher evaluates and assesses student's
understanding of new topic which has been studied. Evaluation can
be formal or not, but it must match the student's understanding of
what they have learned.

1.2. GeoGebra Software

GeoGebra was created by Markus Hohenwarter in 2001, GeoGebra
represents one such software program that was designed to combine
geometry, algebra, and calculus in a single, dynamic environment. GeoGebra
is an open-source, dynamic mathematics software program and the official
GeoGebra website, located at http://www.geogebra.org. GeoGebra is a
dynamic learning environment that enables its users to create mathematical
objects and interact with them. GeoGebra users, mostly teachers or students,
can use this environment to explain, to explore, and to model mathematical

concepts and the relationships between them, or mathematics in general

(Hohenwarter & Jones, 2007).
According to Tuan Minh Pham and Yves Bertot (2012) with using
Geogebra in learning, It allows users to additionally have a logic view in
solving geometric problems. Users know what they have in hypotheses, what
they have to prove, which rules they can apply. By which, they can take good
decisions and thoroughly understand reasoning steps.
Moreover, in others of research explained that with Geogebra,
students are more involved in the process and more sense organs are appealed
to, thus higher success was achieved. Therefore we can say Making more use
of Geogebra in Mathematics teaching will be an important factor in an
effective math teaching and a permanent learning. Thus, we teach students to
learn, not to memorize that is the true aim of education (Zerrin Ayvaz Reisa,
2010).
GeoGebra accepts geometric, algebraic, and calculus commands and
links multiple representations. It is also an open source mathematics software
program. When developing this software, its programmers aimed to enable
multiple representations and visualization of mathematical concepts. So,
GeoGebra helps the users to create activities incorporating multiple
representations of mathematical concepts that are dynamically linked. Using
computer in geometry teaching is implemented with mathematics curriculum
in our country and has become indispensable. The most important role of
computers in primary mathematics education makes the learning of abstract
concepts to be easier in the curriculum. Some previous researches in the area
reported that computer use is more effective than the constructivist.
Previous researches explained that GeoGebra software could be
helped students to more understand about mathematics especially geometric
and algebraic. The researcher in this research is going to utilize geogebra as
media to prove exactly shape and equation of a circle, and is going to teach
students step by step from applying GeoGebra. So that students not only will
understand about equation of circle but also will understand about shape of

circle in cartesian field. One of the steps of mathematical GASING method is

Fun that is more in the direction of outside influences such as visual aids
and games (extrinsic factor). So that, researcher uses GeoGebra as visual aids
after explaination about equation circle using mathematical GASING method.
Figure 1 shows several snapshots taken by using GeoGebra software.

Figure 1. GeoGebra Software

2. Research Objective
The objective of this study to determine the effects of model of learning cycle
5E with utilizing GeoGebra on students achievements in sub topic of circle
equation in high senior school.

3. Methodology
3.1. Kind of The Research
The research uses quasi-experimental. The research has group control,
but it does not has function fully to control outside variables that influence
experimental implementation. Quasi-experimental is used because in fact

control group which is used to research is difficult to be gotten. (Sugiyono,

2010).
3.2. Design of The research
Design of the research uses nonequivalent control group quasi
experimental design. In this research, either experimental group or control
group is not chosen random. Design of the research is going to show on the
table below.
Q1

Q3

Q2
Q4

Table 3.1. Nonequivalent Control Group Quasi Experimental Design

Explanation :
Q1 : Pretest for experimental group
Q2 : Posttest for experimental group
Q3 : Pretest for control group
Q4 : Posttest for control group
X

: Treatment for experimental group

Steps of the research :

(1) Selects the population to be researched.
(2) Selects two samples from population and classifies to be two groups,
experimental group and control group.
(3) Gives pretest to both of groups.
(4) Analyzes result of pretest quantitatively. Its aim is to show that there was
not any statistically significant difference between the groups.
(5) After that, both of groups are going to be given a treatment. Experimental
group was subjected to the lessons using model of learning cycle 5E with
utilizing GeoGebra software, while the control group was subjected to
the lessons shaped with conventional instruction to sub topic of circle
equations.
(6) After implementation finishes, the groups are going to be given posttest.
(7) Result of posttest is going to analyze quantitatively. Its aim is to show
there was much statistically significant difference between the groups

and to show the effects of model of learning cycle 5E with utilizing

GeoGebra on students achievements in sub topic of circle equations.
(8) Gives interpretation of the result of calculation.
3.2 Technique of Data Analysis
Technique of data analysis which is going to be used is t-test. Before
using t-test, the first of analysis is to do normality test and homogeneity test.
The aim of normality test is to know that a variable is normal distribution or
not. While the aim of homogeneity test is to know that some of varian of
population is homogen or not.
Independent t-test is used to know difference or not difference average
between both of groups which do not relate. T-test is used to analyze partially
the effect of independent variable toward dependent variable.

4.

References
Abruscato, Joseph. (2010). Teaching Children Science : A Discovery
Approach. Donald: Pearson
Hohenwarter, M., & Jones, K. (2007). Ways of linking geometry and algebra:
the case of geogebra. Proceedings of British Society for Research into
Learning Mathematics, 27 (3).
Idris, N. (2006). Teaching and Learning of Mathematics, Making Sense and
Developing Cognitives Ability. Kuala Lumpur: Utusan Publications
& Distributors Sdn. Bhd.
National Council of Teachers of Mathematics (2000). Executive
Summary : Principles and Standards for School Mathematics.
Nenden Octavarulia Shanty, Surya Wijaya (2012). Rectangular Array Model
Supporting Students Spatial Structuring in Learning Multiplication.
Journal on Mathematics Educations (JME). Vol. 3 : 02.
Tuan Minh Pham and Yves Bertot (2012). A Combination of a Dynamic
Geometry Software With a Proof Assistant for Interactive Formal
Proofs. Electronic Notes in Theoretical Computer Science. Vol. 285:
43-55.
Zerrin Ayvaz Reisa (2010). Computer supported mathematics with Geogebra.
Procedia - Social and Behavioral Sciences. Vol. 9 : 1449-1455.