Transforming Geometry Learning Through A GeoGebra-Assisted Boom Crane Path Modeling Task for 21st-Century Competencies

• Arief Ardyansyah

  Bandung Institute of Technology

  Author

• Muhammad Sairozi

  Bandung Institute of Technology

  Author

• A.N.M Salman

  Bandung Institute of Technology

  Author

This study presents an innovative integration of curriculum design and digital pedagogy through the development and testing of a mathematical modeling task aimed at transforming geometry learning in the digital era. Building on an initial study conducted in May 2025 that mapped students’ basic modeling abilities in a senior high school in Bandung, significant weaknesses were identified in the stages of interpreting, validating, and evaluating models. Based on these findings, this research developed a mathematical modeling task grounded in the engineering phenomenon of boom crane motion, representing an authentic trajectory as a context for geometry learning, with GeoGebra utilized as a dynamic exploration tool. The task follows a complete modeling cycle designed to develop the full spectrum of Bloom’s Taxonomy. The study employed a mixed-method approach, including expert design validation and field testing. The field trial involved high school students to examine the task’s validity, comprehensibility, and effectiveness. The results indicate that the designed task has a high level of validity and is effective in improving students’ ability to understand context, formulate models, develop spatial reasoning, and enhance higher-order thinking skills (HOTS). Weaknesses remain in the stages of mathematical solving and model evaluation. These findings demonstrate that integrating engineering contexts, modeling, and digital technology can strengthen the relevance and competence of 21st-century geometry learning.

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