Ani Nurwijayanti, Budiyono Budiyono, Laila Fitriana


This study aims to develop geometry learning media on curved-solid objects using Ispring Suite 8 with 3D effects supported by Google SketchUp. It also aims to find the effectiveness of the media towards the basic geometry skills and the learning result of 9th-grade students of junior high school. This study is a development study which refers to Budiyono’s development model that includes four stages. These stages are the preliminary, product development, product trial on its effectiveness, dissemination and product implementation. The entire stage was imposed on three different schools in Karanganyar, one of a district in Indonesia, by using stratified cluster random sampling. Within the three schools, we took seven classes to join the effectiveness test through the assessment questionnaire and the before-after test, as well as the efficacy test after the expert's judgement using the validation sheet. The result shows that the geometry learning media is valid based on the experts' validation judgement, and also practical based on the teacher and students’ judgement in the trial of the product. The students’ basic geometry skills and learning result are improved after getting the treatment with the media. Finally, we can conclude that this media is effective and able to be used further in the junior high school level.


Geometry learning media; Google SketchUp; Ispring Suite 8

Full Text:



Abu, M. S., Ali, M. B., & Hock, T. T. (2012). Assisting primary school children to progress through their Van Hiele's levels of geometry thinking using Google Sketchup. Procedia-Social and Behavioral Sciences, 64, 75-84.

Adolphus, T. (2011). Problems of teaching and learning of geometry in secondary schools in Rivers State Nigeria. International Journal of Emerging Sciences, 1(2), 143-152.

Aliasgari, M., Riahinia, N., & Mojdehavar, F. (2010). Computer-assisted instruction and student attitudes towards learning mathematics. Education, Business, and Society: Contemporary Middle Eastern Issues, 3(1), 6-14.

Baki, A., Kosa, T., & Guven, B. (2011). A comparative study of the effects of using dynamic geometry software and physical manipulatives on the spatial visualisation skills of pre?service mathematics teachers. British Journal of Educational Technology, 42(2), 291-310.

Bennison, A., & Goos, M. (2010). Learning to teach mathematics with technology: A survey of professional development needs, experiences, and impacts. Mathematics Education Research Journal, 22(1), 31-56.

Borovcnik, M., & Kapadia, R. (2009). Research and developments in probability education. IEJME-Mathematics Education, 4(3), 111-130.

Budiyono. (2017). Pengantar Metodologi Penelitian Pendidikan. Surakarta: UNS Press.

Chou, P. N., & Wu, C. Y. (2014). Integrating 3D visualization tools into teaching surface area in elementary school classrooms: An example of Google Sketchup. Taiwan Journal of Mathematics Education, 1(1), 1-18.

Connoly, S. (2010). The impact of Van Hiele-based geometry instruction on student understanding. Thesis. Pittsford: St. John Fisher College.

González, G., & Herbst, P. G. (2009). Students’ conceptions of congruency through the use of dynamic geometry software. International Journal of Computers for Mathematical Learning, 14(2), 153-182.

Hamdunah, H., Yunita, A., Zulkardi, Z., & Muhafzan, M. (2016). Development a constructivist module and web on circle and sphere material with Wingeom Software. Journal on Mathematics Education, 7(2), 109-116.

Hoffer, A. (1981). Geometry is more than proof. Mathematics Teacher, 74(1), 11-18.

Kariadinata, R. (2007). Desain dan pengembangan perangkat lunak (software) pembelajaran matematika berbasis multimedia. Jurnal Pendidikan dan Kebudayaan, 69(13), 1055-1080.

Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: What is ‘enhanced’ and how do we know? A critical literature review. Learning, Media, and Technology, 39(1), 6-36.

Uygan, C., & Kurtulu?, A. (2010). The effects of Google Sketchup-based geometry activities and projects on spatial visualization ability of student mathematics teachers. Procedia-Social and Behavioral Sciences, 9, 384-389.

Uygan, C., & Kurtulu?, A. (2016). Effects of teaching activities via Google Sketchup and concrete models on spatial skills of preservice mathematics teachers 1. Turkish Journal of Computer and Mathematics Education, 7(3), 510-535.

Leung, A. (2017). Exploring techno-pedagogic task design in the mathematics classroom. Digital Technologies in Designing Mathematics Education Tasks, 8, 3-16.

NCTM. (2000). Principles and Standards for School Mathematics. Reston, VA: National Council of Teachers of Mathematics.

Nisiyatussani, N., Ayuningtyas, V., Fathurrohman, M., & Anriani, N. (2018). GeoGebra applets design and development for junior high school students to learn quadrilateral mathematics concepts. Journal on Mathematics Education, 9(1), 27-40.

Nurwijayanti, A., Budiyono & Fitriana, L. (2018a). The geometry ability of junior high school students in Karanganyar based on the Hoffer’s theory. Journal of Physics: Conference Series, 983(1), 012085.

Nurwijayanti, A., Budiyono & Fitriana, L. (2018b). The use of interactive media ispring suite 8 supported by Google SketchUp to improve students’ geometry skills based on Hoffer’s Theory. Journal of Physics: Conference Series, 1008(1), 012075.

Panorkou, N., & Pratt, D. (2016). Using Google SketchUp to develop students’ experiences of dimension in geometry. Digital Experiences in Mathematics Education, 2(3), 199-227.

Peker, M., & Mirasyedio?lu, ?. (2008). Pre-service elementary school teachers’ learning styles and attitudes towards mathematics. Eurasia Journal of Mathematics, Science & Technology Education, 4(1), 21-26.

Saadati, F., Tarmizi, R. A., & Ayub, A. F. M. (2014). Utilization of Information and communication technologies in mathematics learning. Journal on Mathematics Education, 5(2), 138-147.

Sasahan, E. Y., Oktova, R., & Oktavia, O. O. (2017). Pengembangan media pembelajaran interaktif tentang optika berbasis android menggunakan perangkat lunak Ispring Suite 7.0 untuk mahasiswa S-1 Pendidikan Fisika pada pokok bahasan interferensi cahaya. Prosiding SNFA (Seminar Nasional Fisika dan Aplikasinya), 2, 52-61.

Suprapti, E. (2016). Pengembangan perangkat pembelajaran matematika model kooperatif tipe STAD dengan media powerpoint Ispring pada materi jajargenjang, layang-layang dan trapesium di kelas VII SMP. Journal of Mathematics Education, Science and Technology, 1(1), 57-68.

Toptas, V., Celik, S., & Karaca, E. T. (2012). Improving 8th grades spatial thinking abilities through a 3D modeling program. TOJET: The Turkish Online Journal of Educational Technology, 11(2), 128-134.

Tur?ut, M. & Uygan, C. (2014). Spatial ability training for undergraduate mathematics education students: Designing tasks with Sketchup. Electronic Journal of Mathematics and Technology, 8(1), 53–65.

Wijayanto, P. A., Utaya, S. & Astina I. K. (2017). Increasing student’s motivation and geography learning outcome using active debate method assisted by Ispring Suite. International Journal of Social Sciences and Management, 4(4), 240-247.

Zengin, Y. (2017). The effects of Geogebra software on pre-service mathematics teachersí attitudes and views toward proof and proving. International Journal of Mathematical Education in Science and Technology, 48(7), 1-21.

Zhang, D. (2005). Interactive multimedia-based e-learning: A study of effectiveness. The American Journal of Distance Education, 19(3), 149-162.



  • There are currently no refbacks.

Journal on Mathematics Education
Doctoral Program on Mathematics Education
Faculty of Teacher Training and Education, Universitas Sriwijaya
Kampus FKIP Bukit Besar
Jl. Srijaya Negara, Bukit Besar
Palembang - 30139

p-ISSN: 2087-8885 | e-ISSN: 2407-0610

Creative Commons License
Journal on Mathematics Education (JME) is licensed under a Creative Commons Attribution 4.0 International License.

View My Stats