Abstract
This study aims to examine students’ geometry skills after being given learning with the GeoGebra application and evaluate the results of students’ work based on Newman’s procedure after solving geometry skill problems. This study uses quantitative research methods in the first stage to obtain quantitative data. In the second stage, qualitative methods are used to deepen, expand, and prove quantitative data. The research subjects were selected by purposive sampling, namely second-semester students of mathematics education at Bina Bangsa University in two classes. The instruments used were geometry skills tests and interview sheets. The quantitative data analysis technique uses a percentage formula and an average difference test. Furthermore, quantitative data analysis techniques use data analysis consisting of data reduction, data presentation, and drawing conclusions or verification. The results showed that learning Geometry with the GeoGebra application had a positive influence on improving students’ geometry skills. Furthermore, in addition to the five indicators of geometry skills it was found that writing became an important indicator as part of the benchmark of students’ geometry skills. The writing indicator in question is being able to clearly write information and ideas in various perspectives and explain the geometric problem-solving process plan.
Keywords: Errors Based, GeoGebra, Geometry Skills, Newman Procedure, Writing Indicators.