Utilization of GeoGebra in Mathematics Learning to Support Conceptual Understanding
Keywords:
Conceptual Understanding, Digital Technology GeoGebra, Mathematics Learning, Mathematical VisualizationAbstract
Conceptual understanding is a fundamental ability in mathematics learning because it provides the basis for students to connect various mathematical ideas, explain relationships between concepts, select appropriate procedures, and apply knowledge in different situations. The abstract nature of mathematics often causes difficulties when concepts are presented through symbols, formulas, and static images. The development of digital technology provides opportunities to create more interactive learning through GeoGebra as dynamic mathematics software. This study aims to analyze the use of GeoGebra in mathematics learning and identify its contribution to conceptual understanding based on previous studies. The study employs a library research method by reviewing relevant journal articles, books, conference proceedings, and academic sources. The data were analyzed through the stages of identification, selection, classification, interpretation, and synthesis. The results of the review indicate that GeoGebra is utilized to visualize concepts, manipulate objects, connect various representations, conduct mathematical explorations, and support problem-solving. These applications help students observe mathematical relationships, identify patterns, test conjectures, and develop conceptual understanding. The effectiveness of GeoGebra is influenced by learning design, teacher competence, student readiness, the characteristics of the learning material, and the availability of facilities. Thus, GeoGebra has the potential to support interactive, exploratory, and conceptually oriented mathematics learning.
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