Union: JurnalIlmiah Pendidikan Matematika

Volume 12(2), 2024, pp. 361-375

https://jurnal.ustjogja.ac.id/index.php/union

Development of a mathematics e-module using GeoGebra and

LiveWorksheets with discovery learning model to enhance
problem-solving skills

Dini Dahlia, M. Rosyadi, Almas Zati Hulwani, Heni Pujiastuti *

Magister Pendidikan Matematika, Universitas Sultan Ageng Tirtayasa, Banten 42118, Indonesia
* Corresponding Author. Email: [email protected]

Received: 26 June 2024; Revised: 3 July 2024; Accepted: 19 July 2024

Abstract: The study aims to produce e-module teaching materials based on Discovery Learning,
supported by GeoGebra and LiveWorksheets, as well as to determine whether this e-module is valid,
practical, and has a potential effect on students' problem-solving abilities. The research method used
is Research and Development (R&D) with an ADDIE design. The research process consists of five
stages: (1) Analysis (analysis of material needs, material analysis, and analysis of student
characteristics); (2) Design (design or product framework to be made as an initial overview); (3)
Development (development of the e-module and preparation of instruments to be used for valid,
practical, and effective assessments); (4) Implementation (product review to be developed in
classroom learning); (5) Evaluation (the product will be revised based on feedback given by the
students to ensure the quality of the developed product is appropriate and adequate). The e-module
learning materials were given to class X students of Senior High School. The results of the expert
material validation obtained a percentage evaluation of 88%, indicating valid criteria. The test results
showed that this e-module received a positive response from the students with an average
percentage evaluation of 85%, categorizing it as highly effective. The material validation resulted in
an 88% evaluation percentage, indicating valid criteria. The students' validation results obtained an
85% assessment percentage, also indicating valid criteria. The development of this module is worthy
and suitable for use in schools by teachers to enhance students' conceptual understanding of
quadratic equations and quadratic functions. Additionally, the module can develop critical thinking
and problem-solving skills, which are crucial in 21st-century education.
Keywords: Discovery learning, E-Module, GeoGebra, LiveWorksheets, Problem Solving

How to cite: Dahlia, D., Rosyadi, M., Hulwani, A. Z., & Pujiastuti, H. (2024). Development of a
mathematics e-module using GeoGebra and LiveWorksheets with discovery learning model to
enhance problem-solving skills. Union: Jurnal Ilmiah Pendidikan Matematika, 12(2), 361-375.
https://doi.org/10.30738/union.v12i2.17601

INTRODUCTION
The 4.0 industrial revolution affects all aspects of human life, including education. According
to Dito & Pujiastuti (2021), the change and progress of digital-based information systems has
led to major changes in many ways, including the way people interact with each other and
between institutions. To compete in the era of the 4.0 industrial revolution, the education
sector must be prepared from the outset for (1) education sector, (2) quality improvement, (3)
technology, and (4) literacy to be competitive worldwide. A change in perception should also
be implemented as an initial step in the field of education. In the growing digital age, the

DOI: 10.30738/union.v12i2.17601 © Author (s), 2024. Open Access

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integration of technology into education has become an urgent need to improve the quality of
learning. Learning resources have become one of the educational problems in Indonesia.
Teachers still face problems in choosing and using learning resources in the most effective
way (Lestari, 2021). Since teachers only use textbooks distributed by the government, they do
not reference content from a particular website. Educational material is one type of learning
resource that plays an important role in supporting the learning process. Teachers must be able
to formulate innovative and creative teaching materials that fit the curriculum, student needs,
and information technology developments (Zuriah et al., 2019).
E-module are electronic-based learning media that are accessible by students anytime and
anywhere, providing flexibility and enabling the presentation of material in an interactive and
engaging way. Using this technology, students can learn abstract mathematics more easily than
ever before. As stated by Laili et al. (2019) an e-module is an electronically formatted module
that can be run via a computer. E-module have the ability to display text, images, animations,
and videos. The development of these e- modules becomes more effective when combined
with innovative learning models, such as Discovery Learning, as well as supported by advanced
software such as GeoGebra and LiveWorksheets.
Discovery Learning is a learning model that emphasizes the process of discovery and
exploration of students. According to Salma & Sumartini (2022) this learning paradigm
emphasizes the role of teachers in introducing problems to students, who are then asked to
solve problems through experiments, data collection, analysis, and conclusion drawing. The
discovery learning model is a specialized approach that allows students to uncover concepts
and principles through their cognitive process. In this model, students are encouraged to
enhance their understanding through research and problem solving. Thus, their ability to think
critically and analytically is expected to be enhanced. This method is very effective in the field
of mathematics, where understanding concepts often requires the visualization and
manipulation of complex data. Yolanda (2020) stated that the learning model of discovery is
one of the mathematical learning models that can enhance the student's understanding of the
concepts of mathematics. This is in line with Sonia et al. (2021) who stated that in order to
encourage the activity and independence of learners in learning activities, the discovery
learning approach is one of the right approaches to do so.
According to Puspita et al. (2022) stated that students can learn topics more easily when
interactive teaching tools are used, particularly when mathematical software is used. Abstract
and concrete mathematics can be connected through a variety of software available in
technology, especially computers, such as GeoGebra. According to Rahadyan et al. (2018),
GeoGebra is based on mathematical learning that requires three approaches: numerical,
analytical, and visual. GeoGebra is one of the best educational software with the ability to be
used as a non-print learning material. In addition, GeoGebra is available for free to teachers
and students. Based on the explanation above, some studies have used GeoGebra as a learning
tool. Some of them are (1) Aspriyani & Suzana (2020) who created an interactive e-module with
GeoGebra on circular matter; (2) Marika et al. (2019) who created teaching materials for three-
dimensional matter; and (3) Yunitasari et al. (2019) who produced teaching material on building
flat side spaces. (4) Küçük & Gün (2023) researched similar topics on geometric transformation.
LiveWorksheets is a platform that allows teachers to create interactive worksheets online
and provide direct feedback to students. By enabling students to see the results of their work
in real time and to improve them, if necessary, this feature is essential to enhance student
involvement in the learning process. Moreover, LiveWorksheets helps students learn
independently because it allows them to repeat tasks until they really understand them. A
teacher can apply on a website using various types of evaluation topics, including images,
audio, and video. Application and creation of different types of topics can be done on a
LiveWorksheets site. (Hazlita, 2021; Fauzi et al., 2021) stated that educators can choose a
variety of subjects, such as double choices, scores, connections, listening, and drop-down.

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The research focuses on the development of mathematics e-module with the Discovery
Learning model assisted by GeoGebra and LiveWorksheets. Wulandari et al (2021) stated that
interactive e-module, consisting of text, images, animations, and videos, improve student
motivation, science literacy, learning outcomes, independence, and critical thinking skills. A
combination of these three elements is expected to provide a more comprehensive and
enjoyable learning experience for students. Using GeoGebra in the e-Module will help students
understand complex mathematical concepts through interactive visualization, while
LiveWorksheets will provide a platform for responsive practice and evaluation (Biçer &
Tekinarslan, 2023). Therefore, research findings suggest that well-designed e-module can
improve student independence and motivation. According to Rigusti & Pujiastuti (2020) stated
further research results showed that students with higher learning motivation had higher
elevation scores than students with moderate learning motivations; students with low
problem-solving abilities had a lower elevation score.
Thus, the development of Discovery Learning-based mathematics e-module supported by
GeoGebra and LiveWorksheets is expected to provide an effective solution to improve the
quality of mathematical learning. Learning should involve students' ability to maximize material
information, so that students can discover knowledge on their own. Learning means learning
Discovery Learning. In line with the opinion of Fajri et al (2019) teaching learning activities
should not only focus on teachers, but should involve students. The Discovery Learning model
emphasizes the principle that previously focused on problems engineered by teachers.
Students are required to be active and actively engaged in applying knowledge in real life
(Pranoto, 2023). Learning model of the beginner or discovery learning is a teaching method
that regulates learning that encourages students to acquire knowledge previously unknown to
students, so students tend to find themselves (Susana, 2019). It is expected not only to enhance
student conceptual understanding but also to develop critical thinking and problem-solving
skills that are very important in 21st century education. This research aims to develop
Discovery Learning-based e-module supported by GeoGebra and LiveWorksheets to enhance
student problem-solving capabilities.

METHOD
This type of research is research and development (R&D) using ADDIE design. Research
product development, one of which is that a qualified e-module must fulfill 3 criteria: valid,
practical and effective (Martin et al., 2021). The steps taken in this research refer to the ADDIE
design (Analyze, Design, Development, Implementation and Evaluation) (Smith, P. L., & Ragan,
2015). Here's the ADDIE procedure design in this Figure 1.

Figure 1. ADDIE Design (Smith, P. L., & Ragan, 2015)

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Strategic plan for course design, ADDIE can serve as a blueprint for IL assignments and
other educational activities (Davis, 2013). The ADDIE design series is: (1) Analysis (analysis of
material needs, material analysis and analysis of student characteristics); (2) Design (design or
product framework to be made as an initial overview); (3) Development (development of e-
module, as well as preparation of instruments to be used as valid, practical and effective
assessments); (4) Implementation (product review to be developed in classroom learning); (5)
Evaluation (The product will be repaired based on the advice given by the student so that the
quality of the product developed is appropriate and decent).
The research was conducted in SMAN 1 Jawilan, district Serang, Province of Banten. The
students to be tested consisted of 32 students. The test subjects in research and development
are divided into two, a trial against a few experts and a limited trial. The trial expert consists of:
an educator, a learning media expert and a learning material expert consisting of a lecturer and
a practitioner of learning or a teacher concerned in the school. While the test is limited to some
students of SMAN 1 Jawilan Class X.
Data collection techniques use interviews, expert validation, and questionnaires. Interview
techniques are used to obtain data on initial analysis in the preliminary phase. Initial analysis
consists of curriculum analysis, material analysis, and analysis of student characteristics as a
subject of research. Expert validation techniques are used to assess the validity of e-module
by experts. While questionnaire techniques are employed to obtain responses to evaluate the
practicality of e-module. Questionnaires are also used to measure student learning interests,
where the results are used for looking at student interests in the developed e-module.
The research instrument consists of instruments for evaluating the validity, practicality,
and effectiveness of the material developed. The learning media validity assessment tool
consists of 10 questions on visual display, technology and interactivity aspects, multimedia
aspects and content aspects. The educational validity appraisal tool comprises 10 questions
about material and skills matters. The material evaluation tool includes 15 questions about
content validity, skill matters, presentation and self-learning. The instrument used to evaluate
the validity of e-module is the expert validation sheet. The tool used to assess the practicality
is a student response questionnaire. To evaluate effectiveness, the instrument used is a
questionary of student learning interests. The validity data of the e-module developed is based
on the assessment of media experts, educators and material experts. The data that has been
obtained will be analyzed using the criteria in Table 1.
Table 1. Test Criteria
Subject Criteria
Media expert Have skills in conducting evaluation of learning media development
Educational expert Have a minimum qualification of S1 education major
A matter expert Having extensive knowledge of matters in mathematics.

Data analysis techniques in research are a form of validity and effectiveness lift.
Subsequently, the evaluation of the data analysis is carried out using the media expert validity
sheet, the validity of educators and material experts validity as well as the student evaluation
leaflet and data analysis with the Likert scale. The instrument used consists of five answers as
in Table 2.
Table 2. Validity Assessment Score
Score Qualifying Answer Options
1 Very less
2 Less
3 Enough
4 Good
5 Very good

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The total of the total value acquisition can be calculated using as shown in Equation (1):
𝑆
𝑃 = 𝑁 × 100% ………………………………………………………………………………………………………………….…….. (1)
Description on the value acquisition is P = percentage (%), S= overall score obtained, and N =
maximum score.
The achievements of each media expert and material expert validity are calculated in total
and then calculated on average to determine the validity and validity of the learning media.
Determination of validity of interactive e-module can be seen in Table 3 as shown the
assessment of a learning medium can be categorized as valid when its validation test values
reach the percentage value range between 80%-100%.
Table 3. Criteria For Validation of Educational Materials
Percentage Qualification Description
𝑃 ≤ 50% Invalid Complete revision
50% < 𝑃 ≤ 60% Less valid Partial revision
60% < 𝑃 ≤ 80% Quite valid Enough revision
80% < 𝑃 ≤ 100% Valid No revision

Evaluation of student response in media use includes 5 answer options based on available
questions. Each option on each answer has a different value which means the level of product
suitability for the user. The evaluation of each answer option can be seen in Table 4.
Table 4. Score on Each Answer Option (Rahma & Pujiastuti, 2021)
Score Category
1 Very disagreeable
2 Less agree
3 Enough
4 Agree
5 Very agree

The resulting value of each student's evaluation score, will be searched for the percentage
value and converted to a question to see the student's response criteria. Conversion of the
value to an evaluation question used to determine an effectiveness can be seen in the
effectiveness category in Table 5. Based on Table 5, a learning medium can be categorized as
effective when its quantitative score range reaches more than 60%.
Table 5. Category Learning Media Effectiveness
No Quantitative Score Range Qualitative Criteria
1 𝑃 ≤ 20% Very ineffective
2 20% < 𝑃 ≤ 40% Ineffective
3 40% < 𝑃 ≤ 60% Enough
4 60% < 𝑃 ≤ 80% Effective
5 𝑃 > 80% Very effective

RESULTS AND DISCUSSION

This research produced a mathematical e-module product that focuses on problem solving,
with regard to the matter of square functions. The learning objectives used are "Identifying
square function in the form of algebra, table of values and graph, finding characteristics of
squares functions and using squares to solve everyday life problems in both algebraic and
graphical ways" referring to the learning approach "using equations and squares in solving
problems". This e-module can be used on a smartphone or on a laptop or computer.

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Results
Analysis Stage
At this stage starts with the analysis of material needs. The first step is to review the
curriculum and basic competencies that students should in learning mathematics, especially
with regard to square functions. This basic competence includes an understanding of the
general shape of square function, the ability to draw graphs of squares functions, as well as the
skills to solve contextual problems involving squares. Based on this review, a specific goal was
set, namely, to improve student problem-solving skills through a deep understanding of the
properties of square functions such as peak points, symmetrical axes, and root functions.
The student needs data collected through surveys and interviews with teachers. Teachers
provide valuable insight into the challenges students face in understanding the concept of
square functions as well as the tools that are currently in use. Students' surveys also identify
tendencies towards interactive and visual learning. This data suggests that many students need
tools that can better visualize abstract concepts. GeoGebra, with its dynamic visualization
capabilities, and LiveWorksheets, with their interactive exercises, were chosen to meet this
need.
Desain Stage
The first step in the design phase is to set specific and measured learning goals in accordance
with the curriculum standards that are independent curricula and the abilities expected of
students after using the e-module. In the context of learning square functions, objectives
include an understanding of basic concepts, ability to solve mathematical problems, as well as
the ability to use tools such as GeoGebra and LiveWorksheets for exploration and practice.
Once the learning objectives are set, the next step is to develop the material and content
that will be inserted into the e-module. This material should be structured systematically and
logically, from basic concepts to more complex applications. In this e-module, material about
square functions will be presented in a variety of forms, including text, images, videos, and
interactive simulations using GeoGebra. LiveWorksheets will be used for interactive topic
exercises that allow students to get feedback in real-time.
At this stage, a learning activity is also planned that supports the Discovery Learning model.
This activity is designed to encourage students to find concepts and solutions independently
with minimal guidance from teachers. In the context of square functions, activities can include
experiments with function charts using GeoGebra, as well as completion of LiveWorksheets
topic exercises that guide students through troubleshooting steps.

Figure 2. Video stimulates the use of square functions in life

Development Stage
The first step in the development phase is to produce and integrate the various content
elements that have been designed during the design phase. This process involves the creation

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of learning steps in accordance with the stage of discovery learning with the initial stage of
stimulation of questions that stimulate critical thinking of students. Some of the stimuli are
given through video and pictures as follows in Figure 2. Students are given a question stimulus:
“Have you ever observed the path of a basketball when you push the ball towards the net? Its
path forms a parabola, and this parabolic motion is called parabolic motion. The following image
represents the position of the ball at a certain time”.
In Figure 3, Students are given stimuli about “A rider is training on a race track. He starts
from the star line and runs at different speeds on each segment of the track”.

Figure 3. Stimulus to analyze characteristics of square functions

Then the next stage is the identification of problems, the collection and processing of data
to answer questions on the stimulus by involving GeoGebra to undertake activities that explore
students' understanding of square functions as follows in Figure 4.

Figure 4. Stage of identification of problems on discovery learning

In Figure 5, Figure 6 and Figure 7 GeoGebra is used to visualize these concepts dynamically
that can help students to enter the next stage of data collection and processing. For example,
through interactive simulations, students can observe how changes in square equation
coefficients affect the shape and position of the graph, as well as how to visually find the peak
points and roots of the equation. After doing the activity with the help of GeoGebra, students
are invited to make generalizations or conclude generally related to some concept of square
functions.

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Figure 5. The verification stage by directing the student to an interactive simulation

Figure 6. Figure 7.
GeoGebra graphs open down GeoGebra graphs open up

In this e-module there are also topic exercises structured in several difficulty levels,
ranging from basic understanding to application to real problems. Step-by-step directions for
resolving problems and LiveWorksheets automated feedback tools are included with every
exercise. This feedback allows students to instantly identify their mistakes and understand the
right concepts, which are crucial in the learning process and improving problem-solving
capabilities. LiveWorksheets also helps teachers in monitoring student progress which can be
used to provide timely intervention to students who need additional help, and to evaluate the
effectiveness of the e-Module in improving their problem solving skills as follows in Figure 8
and Figure 9.

Figure 8. Figure 9.
LiveWorksheets View Before Working LiveWorksheets View with Student Rating

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At the development stage, the product was validated with the involvement of four media
experts, four material experts and four learning experts. As for the data obtained in this study
is as follows:
Table 6. Material expert validation results
Description aspects Validator 1 Validator 2 Validator 3 Validator 4
Entry Qualification Aspects 84% 84% 92% 100%
Qualification Aspects 84% 92% 88% 96%
Presentation Aspects 73% 80% 93% 93%
Self-learning Aspects 70% 80% 100% 90%
Average 80% 85% 92% 96%
Total average 88%

Table 7. Apprenticeship validation results

Description aspects Validator 1 Validator 2 Validator 3 Validator 4
Material Aspect 82,50% 70% 92,50% 82,50%
Qualification Aspects 70% 90% 100% 90%
Average 72% 90% 100% 90%
Total average 85%

Table 8. Media expert validation results

Description aspects Validator 1 Validator 2 Validator 3 Validator 4
Visual display aspects 93% 80% 67% 100%
Technology and interactivity 93% 100% 87% 87%
aspects
Multimedia aspects 90% 90% 60% 80%
Content aspects 100% 100% 100% 100%
Average 94% 93% 78% 92%
Total average 89%

Based on the criteria Table 6 that 88% belongs to a valid category and no revisions then for
the material context, this e-module no longer requires any revisions. Based on the criteria Table
7 that 85% belongs to a valid category and no revisions then for the learning context, this e-
module no longer requires any revisions. Based on the criteria Table 8 that 89% belongs to a
valid category and no revisions then for the media context, this e-module no longer requires
any revisions.
Based on suggestions and comments from all validators, this e-module has some minor
improvements including from the material expert, namely, Give an easy-to-follow tutorial with
a screenshot for each step, then from an educator, give suggestions to include automatic
feedback that helps students understand their mistakes and improve their understanding, then
the advice from a media expert is Use a clean and neat layout, with a balanced use of colors to
keep the student's attention, and Use readable fonts, both in terms of size and type.
Implementation Stage
After being repaired on the advice of expert validators, the e-module began to be applied in
the classroom, namely to the students of class X-11 in State High School 1 Answers of 32
people. The implementation process is carried out gradually to ensure the transition from
traditional learning methods to the use of e-module. The teacher starts by introducing the
students to the e-module, explaining the purpose of learning, and how they will use GeoGebra
and LiveWorksheets during the learning process. Students are given the opportunity to access
the e-module through their respective devices, be it a computer, a Chromebook, or a
smartphone.

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During the application, the teacher acts as a facilitator who guides students through various
activities in the e-module. Students are invited to do simulations, work on interactive exercises,
and participate in group discussions. Designed learning activities follow Discovery Learning
steps, ranging from initial simulation, problem identification, data collection, to verification and
generalization. This approach ensures that students are actively involved in the learning
process, encouraging them to think critically and analytically.
After the student uses the e-module, the teacher gives a lift to see the student's response
to the use of the module in the learning process of square functions. This lift serves as a
benchmark for the teacher to be able to evaluate the effectiveness of the modul. Here's the
student's response:
Table 9. Student response elevation results
DESCRIPTION ASPECTS RESULT

Visual aspects 87%

Usage aspects 83%
Content and learning aspects 85%
Average 85%

Based on Table 9, it can be seen that students' responses from a scale test limited to 32
students obtained an average percentage rating of 85% based on Table 5 including highly
effective criteria. Overall, the square function e-module with the help of GeoGebra and
LiveWorksheetss gets a lot of praise from students for its interactiveness, clear visualization,
and ease in getting direct feedback. However, there are also some areas that can be improved,
such as training variations, tool accessibility, and further support. These comments can be used
to continuously develop and refine the e-module to make it more effective and interesting for
students. These results show that the implementation of e-module in school environments can
not only improve their conceptual understanding of square functions, but also develop critical
thinking and problem-solving skills, which are vital in 21st-century education. Teachers report
that these e- modules facilitate the teaching process and make complex materials more
interesting and interactive for students. According to Hadiyanti et al., (2021) that e-module as
an alternative means of mathematics learning to improve the quality of learning processes,
particularly in mathematics by providing new insights.
Evaluation Stage
Evaluation in this phase is carried out continuously throughout the learning process. Every
learning activity that uses e-module, from interactive simulations in GeoGebra to training in
LiveWorksheets, is evaluated to ensure students understand the concepts taught. Feedback
from LiveWorksheets provides direct information about student success in working on training
issues, so that teachers can take immediate corrective action if necessary. The results of this
evaluation are used to assess whether the learning objectives have been achieved and how
effective e-module are in helping students those objectives.
The student responses also serve as an evaluation benchmark for e-module improvements
by maximizing visual, usage and learning content aspects. Improvements include content
revisions, improved interactive features, training and evaluation adaptations, and improved
user access for easier navigation and use. The adjustment aims to address the weaknesses
found during the evaluation and improve the overall quality of the e-module. The process of
problem-solving skills found in the development of this e-module students can generalize
equation forms and square functions by applying the ideas of problem solving from the
interactive examples given to the e- module through the learning process of Discovery
Learning.

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Discussion
The evaluation of the mathematics e-module focusing on quadratic functions yielded
positive results across various dimensions: content validity, media quality, and user experience.
Expert validation confirmed the e-module's suitability for educational purposes without
requiring further revisions. Student feedback from the implementation phase highlighted the
module's effectiveness in enhancing understanding and engagement. Here is a brief summary
of the evaluation results, 1) Content Expert Validation: Achieved an average score of 88%,
indicating high validity; 2) Learning Expert Validation: Achieved an average score of 85%,
indicating strong suitability for educational objectives; 3) Media Expert Validation: Achieved an
average score of 89%, reflecting high-quality visual and interactive elements; 4) Student
Feedback: Averaged 85% in effectiveness, showing positive reception and high engagement
levels.
Feedback from learning experts (85%) supports the educational impact of the module,
indicating that the e-module not only effectively delivers content but also enhances problem-
solving skills. This aligns with the module's design goal to foster critical thinking through
discovery learning, where students engage in activities that promote independent exploration
and conceptual understanding. The validation by media experts, with an average score of 89%,
highlights the module's success in utilizing visual and interactive tools to facilitate learning. The
dynamic visualizations from GeoGebra and interactive exercises from LiveWorksheets
significantly contribute to making abstract concepts more tangible.
The implementation phase involved a gradual transition from traditional methods to using
the e-module, ensuring smooth adaptation for both students and teachers. Teachers acted as
facilitators, guiding students through simulations and exercises. The implementation of the
Discovery Learning method in the development of a mathematics e-module using GeoGebra
and LiveWorksheets to enhance problem-solving skills among Class X students involved
several key steps. Initially, students were introduced to basic concepts through the e-module,
followed by exploratory activities where they independently used GeoGebra to uncover
patterns and relationships. Teachers facilitated discussions and reflections on these
discoveries, guiding students to deepen their understanding. Students then applied these
concepts to various problems and simulations within the e-module, receiving real-time
feedback through LiveWorksheets. Continuous assessment allowed teachers to monitor
progress and provide immediate support, ensuring learning objectives were consistently met.
This comprehensive approach fostered independent critical thinking and problem-solving skills,
as students actively engaged with the material and received ongoing evaluation and feedback
to refine their understanding. Continuous evaluation throughout the learning process,
facilitated by real-time feedback from LiveWorksheets, allowed for immediate adjustments and
support. This ongoing assessment ensures that learning objectives are consistently met and
that students genuinely grasp the taught concepts.
In this e-module Students use GeoGebra to manipulate square function graphs and observe
how changes in coefficient values affect the shape and position of the graph. Thus, Students
gain a better understanding of how cofficients influence shape of the square functions graph.
Then by performing an interactive exercise with a LiveWorksheets that provides direct
feedback about their mistakes, so that students can quickly correct their errors and understand
the right concepts so that they can improve their Critical Thinking Skills.
The use of the LiveWorksheets application in this e-module proved effective from a
student's perspective. These results are consistent with previous research, as carried out by
Wulandari et al. (2023)s, which stated that the LKPD oriented scientific approach with the
LiveWorksheets application for class IV students was declared effective. In addition, research
Widianti et al. (2024) found that LiveWorksheets learning media with valid and worthy
problem-based learning models are used for effective learning. Our study similarly found that
LiveWorksheets, when used in the e-module, was effective in enhancing student engagement
and understanding. The validation scores and positive student feedback in our study align with

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 Union: Jurnal Ilmiah Pendidikan Matematika, 12(2), 2024 - 372
Dini Dahlia, M. Rosyadi, Almas Zati Hulwani, Heni Pujiastuti

Widianti et al.'s findings regarding the utility and effectiveness of LiveWorksheets. Other
research by Novianti et al. (2022) suggests that LiveWorksheets can improve student learning
motivation in blended learning. Our study also observed increased student engagement and
motivation, with students appreciating the interactive nature of LiveWorksheets exercises. The
average student feedback score of 85% in our study supports Novianti et al.'s conclusion about
the motivational benefits of using LiveWorksheets.
The effectiveness of these e-module is also influenced by the use of GeoGebra, which helps
students visualize square function graphs interactively. Arbain & Shukor (2015) explains that
GeoGebra is effective in boosting students' interest in learning mathematics. Majerek (2014)
concludes that GeoGebra is very helpful in problem-oriented mathematical learning. In
addition, Ziatdinov & Valles (2022) states that GeoGebra provides a highly interactive and
collaborative learning environment between students and teachers, thus making learning more
effective. Based on the findings of this study, several avenues for future research are proposed
to further explore and enhance the integration of e-module and educational technology in
mathematics education, such as longitudinal studies on learning outcomes and comparative
studies on different learning models.

CONCLUSION
It has been demonstrated that using the Discovery Learning learning methodology to create
square function e-module with the help of GeoGebra and LiveWorksheets can significantly
increase students' problem-solving skills. The material validation resulted in 88% evaluation
percentage that included valid criteria. The apprentices' validation results obtained 85%
assessment percentages that included a valid criterion. The test results showed that this e-
module received a positive response from the students with an average percentage of
evaluation of 85%, and it belongs to the category of highly effective. Students showed an
increased understanding of the concept of square functions and ability to solve problems
related to the subject. The ADDIE model's development phases—analysis, design,
development, implementation, and evaluation—offer a methodical and well-defined framework
to guarantee that these e-module are customized to meet the requirements of both the
curriculum and students. GeoGebra is used to visualize the concept of square functions
dynamically, allowing students to see changes in graphics as they manipulate variables.
LiveWorksheets provides interactive exercises with real-time feedback, helping students
understand and correct their mistakes quickly. Teachers also that these e-module make it easier
for them to teach and provide complex material in a more interesting and interactive way. For
further improvement, it is recommended to develop similar e-module for other mathematical
topics, such as calculus, trigonometry, or statistics. It will provide a more interactive and
comprehensive learning experience for students in various fields of mathematics. The e-
module with GeoGebra and LiveWorksheets can add a variety of teaching materials to enhance
mathematical problem-solving capabilities, then this E-modul can be perfected using other
media such as virtual reality or others and can be implemented with other mathematics
materials, such as linear programs, three-variable linear equation systems, differential and
others.

DECLARATIONS
Author Contribution : DD: Conceptualization, Writing - Original Draft, Editing and
Visualization; Author MR: Writing - Review & Editing, Formal
analysis, and Methodology; AJH: Writing - Review & Editing,
Formal analysis, and Methodology HP: Validation and
Supervision)
Funding Statement : -
Conflict of Interest : The authors declare no conflict of interest.
Additional Information : Additional information is available for this paper.

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 Union: Jurnal Ilmiah Pendidikan Matematika, 12(2), 2024 - 373
Dini Dahlia, M. Rosyadi, Almas Zati Hulwani, Heni Pujiastuti

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