Empowering Communities Through GeoGebra: A Training Program on Visualization Technology for Transformation Geometry

David Pratama; Muthiah Fildzah Noverli

doi:10.22146/jpkm.104835

Empowering Communities Through GeoGebra: A Training Program on Visualization Technology for Transformation Geometry

https://doi.org/10.22146/jpkm.104835

David Pratama^(1*), Muthiah Fildzah Noverli⁽²⁾

(1) Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Singaperbangsa Karawang, Karawang, Indonesia
(2) Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Singaperbangsa Karawang, Karawang, Indonesia
(*) Corresponding Author

Abstract

The integration of technology in mathematics education has garnered increasing attention for its potential to enhance students’ understanding of abstract concepts. This study examined the implementation of a GeoGebra-based training program for pre-service mathematics teachers at Universitas Singaperbangsa Karawang (UNSIKA), focusing on improving their visualization skills in transformation geometry. The training employed a project-based learning approach, incorporating online instruction, group projects, and collaborative discussions. Results indicated that GeoGebra effectively strengthened participants’ conceptual grasp of geometric transformations, as evidenced by high project completion rates and positive survey feedback. Recorded instructional videos significantly supported self-paced learning, with 84.4% of participants utilizing these resources for project completion. However, challenges in comprehending coordinate transformations suggested a need for further guidance and targeted exercises. The study underscored GeoGebra’s efficacy in advancing mathematical visualization skills and advocated for its wider adoption in mathematics teacher education. Future research should investigate extended training durations and adaptive learning strategies to address conceptual difficulties more thoroughly.

Keywords

GeoGebra; Mathematics education; Pre-service teachers; Transformation geometry

Full Text:

PDF

References

Afhami, A. H. (2022). Aplikasi geogebra classic terhadap pemahaman konsep matematika siswa pada materi transformasi geometri. Plusminus: Jurnal Pendidikan Matematika, 2(3), 449–460. https://doi.org/10.31980/plusminus.v2i3.1119

Asare, J. T. & Atteh, E. (2022). The impact of using geogebra software in teaching and learning transformation (rigid motion) on senior high school students’ achievement. Asian Journal of Education and Social Studies, 33(1), 436–46. https://doi.org/10.9734/ajess/2022/v33i130784

Atikah, H. F., Sarifah, I., & Yudha, C. B. (2024). Analisis kemampuan literasi matematika dalam pandangan PISA 2022. Literasi: Jurnal Ilmu Pendidikan, 15(2), 152–161. http://dx.doi.org/10.21927/literasi.2024.15(2).152-161

Maf’ulah, S., Wulandari, S., Jauhariyah, L., & Ngateno. (2021). Pembelajaran matematika dengan media software geogebra materi dimensi tiga. Mosharafa: Jurnal Pendidikan Matematika, 10}(3), 449–460. https://doi.org/10.31980/mosharafa.v10i3.676

Maulani, F. I. & Zanthy, L. S. (2020). Analisis kesulitan siswa dalam menyelesaikan soal materi transformasi geometri. Gammath. Jurnal Ilmiah Program Studi Pendidikan Matematika, 5(1), 16–25. https://doi.org/10.32528/gammath.v5i1.3189

Mthethwa, M., Bayaga, A., Bossé, M. J., & Williams, D. (2020). Geogebra for learning and teaching: A parallel investigation. South African Journal of Education, 40(2), 1–12. https://doi.org/10.15700/saje.v40n2a1669

Octaviani, K. D., Indrawatiningsih, N., & Afifah, A. (2021). Kemampuan visualisasi spasial siswa dalam memecahkan masalah geometri bangun ruang sisi datar. International Journal of Progressive Mathematics Education, 1(1), 27–40. https://doi.org/10.22236/ijopme.v1i1.6583

Putrawangsa, S. & Hasanah, U. (2022). Analisis capaian siswa Indonesia pada PISA dan urgensi kurikulum berorientasi literasi dan numerasi. Jurnal Studi Pendidikan Dan Pembelajaran, 1(1), 1–12.

Salma, F. A. & Sumartini, T. S. (2022). Kemampuan representasi matematis siswa antara yang mendapatkan pembelajaran contextual teaching and learning dan discovery learning. Plusminus: Jurnal Pendidikan Matematika, 2(2), 265–274. https://doi.org/10.31980/plusminus.v2i2.1103

Z., G., Yurinanda, S., & Sarmada, S. (2024). Implementasi model pembelajaran berbasis proyek untuk mengidentifikasi kemampuan berpikir kreatif mahasiswa matematika. Prismatika: Jurnal Pendidikan Dan Riset Matematika, 6(2), 433–443.

Ziatdinov, R. & Valles, J. R. (2022). Synthesis of modeling, visualization, and programming in geogebra as an effective approach for teaching and learning STEM topics. Mathematics, 10(3). https://doi.org/10.3390/math10030398

DOI: https://doi.org/10.22146/jpkm.104835