Enhancing Students' Strategic Competence with GeoGebra and Productive Disposition: Elevating Mathematics Learning in the Digital Age

Abstract

This research aims to explore both the individual and combined relationships between the use of GeoGebra and productive disposition with students' strategic competence. The use of GeoGebra involves teacher-led activities designed to assist students in managing and engaging with learning, serving as a tool to enhance mathematics learning outcomes. Productive disposition is a personal trait that influences how individuals think and act when solving problems. Meanwhile, strategic competence refers to students' ability to recall, comprehend, apply, analyze, and evaluate strategies for understanding, representing, and solving mathematical problems. A quantitative approach is utilized in this study, employing survey methods and correlational analysis. The research population consists of 240 tenth-grade students, from which a sample of 150 students was selected. Data collection instruments include questionnaires on GeoGebra utilization, productive disposition, and tests measuring strategic competence. The data analysis techniques encompass descriptive analysis, prerequisite testing, and hypothesis testing. The findings reveal several significant insights: (1) a positive and significant relationship exists between GeoGebra utilization and students' strategic competence; (2) productive disposition also demonstrates a positive and significant correlation with strategic competence; (3) however, there is no significant simultaneous relationship between GeoGebra utilization and productive disposition with students' strategic competence. These results highlight the need for effective integration in mathematics instruction. GeoGebra should be leveraged as a tool to foster problem-solving strategies, while productive disposition should encourage deeper exploration and reflection on problem-solving approaches.