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LITERATURE REVIEW
Fostering spatial visualization in GeoGebra-assisted geometry lesson: A systematic review and meta-analysis
1
Department of Mathematics Education, Universitas Pendidikan Indonesia, INDONESIA
2
Department of Elementary Education, Universitas Negeri Padang, INDONESIA
Publication date: 2024-09-17
EURASIA J. Math., Sci Tech. Ed 2024;20(9):em2509
KEYWORDS
ABSTRACT
Lots of empirical studies regarding the cultivation of spatial visualization in geometry lesson by
utilizing GeoGebra software have been increasingly carried out, at least in two last decade. Of
these studies, however, it can be revealed that there is a real existence of an inconsistent effect of
GeoGebra-assisted geometry lesson on spatial visualization. Consequently, current study
examines the overall effect of GeoGebra-assisted geometry lesson on spatial visualization, and
some substantial factors that differentiate students’ spatial visualization. To perform this study, a
systematic review using meta-analysis was applied whereby the random effect model was selected
to estimate the effect size calculated by the Hedges’ equation. 33 eligible documents published
in the period of 2010-2022 were included as the data in which those generated 40 units of effect
size and involved 2,739 students. Several tests, such as Z, Q Cochrane, fill and trim, and funnel
plot were performed to analyse the data. The results of this study revealed that the use of
GeoGebra in geometry lesson had positive strong effect on spatial visualization (g=1.070;
p˂0.001), and significantly cultivated students’ spatial visualization. Additionally, in GeoGebra
assisted geometry classroom, a few of substantial factors, such as educational level and participant
significantly differentiated students’ spatial visualization, whereas there was no adequate evidence
to show that class capacity and intervention duration. This current study implies that mathematics
lecturers or teachers can use GeoGebra as one of teaching tools in geometry lesson, and consider
students’ educational level and students’ characteristics as participants in implementing it to
cultivate spatial visualization.
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