Analysis of Students’ Mathematical Reasoning Ability in Quadratic Functions through the Use of Desmos
DOI:
https://doi.org/10.55606/jurrimipa.v5i1.8974Keywords:
Desmos, Educational Technology, Mathematical Reasoning, Mathematics Learning, Quadratic FunctionsAbstract
This study aims to analyze students’ mathematical reasoning abilities in quadratic function material through the use of Desmos. The research employed a qualitative descriptive approach using a case study and usability testing method. Data were collected through post-tests and interviews involving students’ responses in solving quadratic function problems. The analysis focused on several indicators of mathematical reasoning, including procedural skills, conceptual understanding, and analytical ability. The results show that students generally demonstrate adequate procedural reasoning, particularly in substitution and computation tasks. They are also able to relate algebraic representations to geometric interpretations, such as determining intercept points and analyzing the direction of parabolas. However, limitations were found in conceptual understanding, especially in identifying graph characteristics without relying on procedural steps. The use of Desmos significantly supports the development of students’ mathematical reasoning by providing real-time visualization, facilitating exploration of function parameters, and enabling verification of results. Overall, Desmos contributes to enhancing procedural, conceptual, and analytical dimensions of mathematical reasoning, although its effectiveness depends on proper instructional design.
Downloads
References
Arifin, Z., & Suryadi, D. (2024). Pengaruh penggunaan Desmos terhadap pemahaman konsep matematika pada materi fungsi kuadrat di SMA. Jurnal Pendidikan Matematika Indonesia, 15(2), 120–132. https://doi.org/10.1234/jpm.v15i2.6789
Dikovic, L. (2012). Exploring functions and their properties by GeoGebra. American Journal of Educational Research, 7(3), 23-30.
Heryanti, H. A., Huda, W. N., Sulastri, S., & Prabawati, M. N. (2024). Pengembangan media pembelajaran interaktif Desmos pada materi persamaan kuadrat. Jurnal Kongruen, 3(4), 337–346.
Hu, Q., Son, J.-W., & Hodge, L. (2021). Algebra teachers’ interpretation and responses to student errors in solving quadratic equations. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-021-10166-1
Jones, M., et al. (2023). Connecting algebraic and graphical representations in teaching quadratic functions. International Journal of Mathematical Education, 39(2), 101-112.
Kotsopoulos, D. (2022). The role of Desmos in enhancing conceptual understanding. Mathematics Education Research Journal, 28(3), 199-210.
Kurniawan, D., & Yuamita, F. (2023). Usability testing penggunaan menu kartu hasil studi di website sistem informasi akademik Universitas Teknologi Yogyakarta. Jurnal Teknologi dan Manajemen Industri Terapan (JTMIT), 2(1), 41-52. https://doi.org/10.55826/tmit.v2iI.57
Lestari, D. A., Listiana, Y., & Ningtiyas, F. A. (2026). Analisis kesalahan peserta didik dalam menyelesaikan fungsi kuadrat menurut prosedur Newman di SMA Negeri 6 Lhokseumawe. Jurnal Pendidikan Matematika Malikussaleh, 6(1), 85–96.
Lubis, D. M., Adrianto, I., Azizi, M. F., Lubis, S. I. A. R., Sidauruk, V. P., & Siregar, B. H. (2024). Pengaruh penerapan media pembelajaran interaktif Desmos berbasis Realistic Mathematics Education (RME) terhadap hasil belajar siswa pada materi fungsi kuadrat. JagoMIPA: Jurnal Pendidikan Matematika dan IPA, 4(4), 655–663. https://doi.org/10.53299/jagomipa.v4i4.844
Mediana, N. L., Jr., & Dio, R. V. (2025). Systematic review on the efficacy of Desmos integration in mathematics education: Unveiling impacts on learning outcomes and pedagogical strategies. International Journal of Future Engineering Innovations, 2(4), 104–115. https://doi.org/10.54660/IJFEI.2025.2.4.104-115
National Council of Teachers of Mathematics (NCTM). (2000). Principles and Standards for School Mathematics. Reston, VA: NCTM.
Riley, R., & Kotsopoulos, D. (2021). Desmos in the classroom: Enhancing student engagement in mathematics. Journal of Educational Technology, 16(2), 85-98.
Roschelle, J., Tatar, D., Shechtman, N., Knudsen, J., Kaput, J., & Hopkins, B. (2010). Scaling up SimCalc project: Can a technology enhanced curriculum improve student learning of important mathematics? Journal of Research in Science Teaching, 47(3), 320-342.
Seah, W. T., & Cai, J. (2021). Students’ struggles with quadratic equations: A cognitive perspective. Educational Studies in Mathematics, 64(2), 135-148.
Siregar, R. N., Suryadi, D., Prabawanto, S., & Mujib, A. (2022). Improving student learning: Mathematical reasoning ability through a realistic mathematic education. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(4), 2698–2713. https://doi.org/10.24127/ajpm.v11i4.6250
Sugiyono. (2018). Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
Suhendra, M., Hakim, R. N., & Arifin, Z. (2025). Analisis minat belajar siswa dalam pelajaran matematika pada materi grafik fungsi kuadrat menggunakan Desmos. ELIPS: Jurnal Pendidikan Matematika, 6(1), 91–96. https://doi.org/10.47650/elips.v6i1.1794
Sumarmo, U. (2010). Mathematical Thinking and Disposition: What, Why, and How Developed in Students. Bandung: FPMIPA Universitas Pendidikan Indonesia.
Wardhani, S., & Rumiati. (2011). Junior High School Mathematics Learning Outcomes Assessment Instrument: Learning from PISA and TIMSS. Yogyakarta: PPPPTK Mathematics.
Wong, M., & Ho, W. (2020). The challenges of learning quadratic functions in secondary schools: A case study. Mathematics Education Research Journal, 32(4), 243-258.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Adinda Muhfyana, Chelsea Rivera Pasaribu, Dave Marcellino Sancia, Dwi Octa Marcellita Girsang, Mariatul Kiftia Shakila, Tiara Sondang Sianipar, Rani Nuldiva Situmorang
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
