Shofan Fiangga, Yurizka Melia Sari
Spatial reasoning is the ability to see, visualize, and manipulate objects in two or three dimensions and draw conclusions based on limited information. It is a form of logical reasoning that involves spatial structure, orientation, and perception. The use of Dynamic Geometric Software (DGS) to assist students' reasoning in mathematics lessons has been suggested to affect the student's understanding positively. However, to what extent the software helps, the students' reasoning may be limited by their exploration of the software. This study aims to investigate using DGS, in this case, Geogebra Classroom, to help the students' reasoning on the conic section. The activities in the Geogebra Classroom were designed using inductive reasoning construction (Mental Rotation, Spatial Orientation, and Spatial Visualization). The data were obtained from the Analytical Geometry class of the second-year students in the mathematics education study program. The result of this study suggests that the DGS helps the students make sense of the conic section formed from the conic geometrically assisted. However, the developed DGS activities are still unable to clarify the connection between the geometrical conic section illustration and definition by the coefficient of eccentricity. © 2024 Author(s).
Universitas Negeri Surabaya, FMIPA, Ketintang Campus, Surabaya, Indonesia
