The Effects of Using the CIPPA Model Integrated with GeoGebra on Mathematics Learning Achievement on the Pythagorean Theorem for Grade 8 Students

Abstract

The objectives of this research were to study the mathematics learning achievement of Grade 8 students who received instruction using the CIPPA model integrated with GeoGebra on the topic of the Pythagorean Theorem, in comparison to the 70% criterion, and to examine the students' satisfaction with this instructional approach. The sample group consisted of 10 Grade 8 students from Chumchonyodkaengsongkro School during the first semester of the 2024 academic year, selected through purposive sampling. The research instruments included lesson plans, a mathematics achievement test, and a student satisfaction questionnaire. The statistical methods used for data analysis were percentage, mean, and standard deviation. The research findings revealed that the students' mathematics learning achievement on the Pythagorean Theorem exceeded the 70% criterion after receiving instruction through the CIPPA model integrated with GeoGebra. Additionally, the students reported a high level of satisfaction with the instructional approach. These results indicate that implementing the CIPPA model integrated with GeoGebra positively affects students’ mathematics learning achievement and enhances their satisfaction with the learning experience.