Effect of the APOS Learning Model Assisted by GeoGebra on the Improvement of Students' Mathematical Numeracy Skills in the Topic of the Pythagorean Theorem

This study aims to analyze the effect of the APOS (Action, Process, Object, Schema) learning model assisted by GeoGebra software on improving students’ mathematical numeracy skills in the topic of the Pythagorean Theorem. This quasi-experimental study employed a pretest–posttest control group design and was conducted at SMP Negeri 5 Sinunukan, Sinunukan District, Mandailing Natal Regency, North Sumatra, Indonesia. The research population comprised all eighth-grade students, with samples selected using a random sampling technique. The primary data collection instrument was a mathematical numeracy skills test. Data were collected through documentation, observation, pretest, and posttest methods. Hypothesis testing using an independent samples t-test revealed a Sig. (2-tailed) value of 0.01176, which is lower than the significance level of α = 0.05. These results indicate the rejection of the null hypothesis (H₀) and the acceptance of the alternative hypothesis (H₁). Therefore, it can be concluded that the implementation of the APOS learning model assisted by GeoGebra has a significant effect on improving students’ numeracy skills in learning the Pythagorean Theorem. These findings imply that integrating the constructivist APOS model with interactive digital media such as GeoGebra can serve as an effective alternative instructional strategy for strengthening students’ mathematical numeracy.