THE INTEGRATION OF GEOGEBRA IN TEACHING TRANSFORMATIONAL GEOMETRY TO IMPROVE STUDENTS’ CONCEPTUAL UNDERSTANDING

Maria Fatima Mei; Maria Trisna Sero Wondo; Stefania Baptis  Seto; Stefanus Notan Tupen; Gregorius  Taga

doi:10.37478/jupika.v8i2.6332

Authors

Maria Fatima Mei Mathematics Education Study Program, Universitas Flores, Ende, Flores-NTT, Indonesia
Maria Trisna Sero Wondo Mathematics Education Study Program, Universitas Flores, Ende, Flores-NTT, Indonesia
Stefania Baptis Seto Mathematics Education Study Program, Universitas Flores, Ende, Flores-NTT, Indonesia
Stefanus Notan Tupen Mathematics Education Study Program, Universitas Flores, Ende, Flores-NTT, Indonesia
Gregorius Taga Mathematics Education Study Program, Universitas Flores, Ende, Flores-NTT, Indonesia

DOI:

https://doi.org/10.37478/jupika.v8i2.6332

Abstract

This study aims to improve students’ conceptual understanding of transformation geometry through the use of GeoGebra, employing the Kemmis and McTaggart Classroom Action Research (CAR) approach. The participants were 19 students from the Department of Mathematics Education, Universitas Flores. The research instruments included a conceptual understanding test and an observation sheet of student activities. The study was conducted in two cycles. The results indicated a significant improvement in classical mastery, increasing from 52.63% to 100%, while the average score improved from 75.16 to 81.84. In addition, the average level of student activity increased from 57.88% to 85.13%, and positive student responses rose from 68.42% to 89.47%. GeoGebra proved effective in supporting students’ dynamic visualization, interactive exploration, and knowledge construction in understanding transformation geometry. Based on the data analysis, it can be concluded that the use of GeoGebra enhances students’ conceptual understanding and engagement in learning transformation geometry.

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Keywords:

Conceptual Understanding, GeoGebra, Geometric Transformation

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