Implementation of GeoGebra in Mathematics Learning of Triangle Materials in Elementary Schools
DOI:
https://doi.org/10.30736/atl.v10i2.2689Keywords:
Elementary school, GeoGebra application, ICT, mathematics learningAbstract
This qualitative case study evaluates the integration of the GeoGebra dynamic mathematics software for Information and Communication Technology (ICT)-based instruction on fundamental triangle concepts at SDIT Praya in Central Lombok, Indonesia. Utilizing a qualitative research design, the study selected a key primary mathematics teacher as the principal informant to gain deep contextual insights. The researchers systematically collected data through comprehensive online interviews and analyzed them using the Miles and Huberman interactive framework, comprising rigorous data reduction, data display, and verified conclusion drawing. The empirical findings reveal that GeoGebra serves as an effective visualization tool that vividly illustrates abstract geometric properties, significantly improves elementary students’ conceptual understanding of triangles, and fosters heightened classroom engagement and learning motivation. Furthermore, these results provide empirical support for Paivio’s Dual Coding Theory by demonstrating how combining visual and verbal representations optimizes cognitive processing in dynamic geometry environments. However, the study also highlights critical implementation challenges, including technological constraints and variable digital literacy among educators. Consequently, the research concludes that targeted teacher professional development and robust technological infrastructure are vital prerequisites for sustaining ICT-integrated instruction, establishing a strong foundation for future technology-enhanced mathematics education.Downloads
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