Students' logical reasoning skills in economic mathematics problem solving through problem-based learning aided by GeoGebra.

Extracting information about students' logical reasoning processes is critical for mapping learner characteristics and conducting needs analysis to create instruction and selecting the appropriate medium for transferring problem-solving skills to students. Educators can assist appropriately in bridging the problem-solving process if they understand how pupils' reason. This study describes students' logical thinking profiles in answering economic mathematics problems after utilizing Problem-Based Learning with GeoGebra. The study employed a qualitative approach with a task-based interview instrument, with two students from the high mathematics ability level group, two from the medium mathematics ability level group, and two from the low mathematics ability level group participating. The six students are economics and Islamic business students who have studied economic mathematics as a required course and are exposed to GeoGebra software as a learning medium. The data analysis revealed that the Logical Reasoning Profile of Students in Economic Mathematics Problem Solving differs depending on ability level grouping. The problem-solving procedure used by six students revealed that variations in logical thinking characteristics were unrelated to mathematics competence. Three students from three distinct groups presented how they used GeoGebra to test assumptions about the problem-solving process. GeoGebra makes it simple to double-check the accuracy of a problem solution. [ABSTRACT FROM AUTHOR]