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Abstract
Kompetensi guru dalam memanfaatkan teknologi digital menjadi salah satu faktor penting dalam mendukung pembelajaran matematika yang interaktif di era Society 5.0. Namun, sebagian besar guru MGMP Matematika SMA Kota Lhokseumawe masih menghadapi keterbatasan dalam mengembangkan media pembelajaran berbasis teknologi, khususnya menggunakan aplikasi GeoGebra 3D. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru dalam mengembangkan media pembelajaran interaktif melalui pelatihan GeoGebra 3D. Metode pelaksanaan menggunakan pendekatan Participatory Training and Mentoring yang meliputi tahapan analisis kebutuhan, persiapan pelatihan, pelaksanaan pelatihan, praktik pengembangan media, pendampingan, implementasi, serta evaluasi. Pelatihan diikuti oleh 24 guru MGMP Matematika SMA Kota Lhokseumawe dan dilaksanakan melalui kombinasi penyampaian materi, demonstrasi, praktik langsung (hands-on practice), dan pendampingan intensif. Hasil kegiatan menunjukkan bahwa peserta mampu mengembangkan media pembelajaran interaktif menggunakan GeoGebra 3D sesuai dengan materi yang diampu, serta mengalami peningkatan kompetensi dalam memanfaatkan teknologi digital untuk mendukung pembelajaran matematika. Media yang dihasilkan memiliki potensi untuk meningkatkan visualisasi konsep-konsep matematika yang abstrak sehingga pembelajaran menjadi lebih interaktif dan berpusat pada peserta didik. Dengan demikian, pelatihan GeoGebra 3D terbukti menjadi salah satu strategi yang efektif dalam memperkuat kompetensi digital guru serta mendukung implementasi pembelajaran matematika yang inovatif dan berkelanjutan.
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References
- Albano, G., Coppola, C., & Dello Iacono, U. (2023). Digital technologies in mathematics education: New perspectives for teaching and learning. Education Sciences, 13(5), 475.
- Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2020). Effective teacher professional development. Learning Policy Institute.
- Desimone, L. M. (2021). Teacher professional development research: State of the field.
- Fukuyama, M. (2018). Society 5.0: Aiming for a new human-centered society. Japan Spotlight, 27–31.
- Gurmu, F., Tuge, C., & Hunde, A. B. (2024). Effects of GeoGebra-assisted instructional methods on students' conceptual understanding of geometry. Cogent Education, 11(1).
- Ma'rufi, M., Ilyas, M., Ikram, M., & Seti, S. (2023). Exploring mathematical technological knowledge of teachers with GeoGebra application. Al-Jabar: Jurnal Pendidikan Matematika, 14(1), 1–12.
- OECD. (2023). Education at a Glance 2023: OECD Indicators. OECD Publishing.
- Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education. Education and Information Technologies, 25(2), 835–861.
- Redecker, C. (2022). European Framework for the Digital Competence of Educators (DigCompEdu): Update and implementation perspectives.
- Seftiana, G., Lestari, N., Isnawan, M. G., & Rusmayadi, M. (2024). Utilization of GeoGebra software in mathematics learning: A systematic literature review. Pakistan Journal of Innovation in Mathematics Education.
- Talan, T. (2021). The effect of computer-supported educational materials on academic achievement: A meta-analysis. Education and Information Technologies.
- Trappmair, H., Lavicza, Z., & Hohenwarter, M. (2023). GeoGebra Augmented Reality in mathematics education: Emerging opportunities for teaching and learning.
- UNESCO. (2023). Global Education Monitoring Report 2023: Technology in Education—A Tool on Whose Terms? UNESCO.
- 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), 398.
References
Albano, G., Coppola, C., & Dello Iacono, U. (2023). Digital technologies in mathematics education: New perspectives for teaching and learning. Education Sciences, 13(5), 475.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2020). Effective teacher professional development. Learning Policy Institute.
Desimone, L. M. (2021). Teacher professional development research: State of the field.
Fukuyama, M. (2018). Society 5.0: Aiming for a new human-centered society. Japan Spotlight, 27–31.
Gurmu, F., Tuge, C., & Hunde, A. B. (2024). Effects of GeoGebra-assisted instructional methods on students' conceptual understanding of geometry. Cogent Education, 11(1).
Ma'rufi, M., Ilyas, M., Ikram, M., & Seti, S. (2023). Exploring mathematical technological knowledge of teachers with GeoGebra application. Al-Jabar: Jurnal Pendidikan Matematika, 14(1), 1–12.
OECD. (2023). Education at a Glance 2023: OECD Indicators. OECD Publishing.
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education. Education and Information Technologies, 25(2), 835–861.
Redecker, C. (2022). European Framework for the Digital Competence of Educators (DigCompEdu): Update and implementation perspectives.
Seftiana, G., Lestari, N., Isnawan, M. G., & Rusmayadi, M. (2024). Utilization of GeoGebra software in mathematics learning: A systematic literature review. Pakistan Journal of Innovation in Mathematics Education.
Talan, T. (2021). The effect of computer-supported educational materials on academic achievement: A meta-analysis. Education and Information Technologies.
Trappmair, H., Lavicza, Z., & Hohenwarter, M. (2023). GeoGebra Augmented Reality in mathematics education: Emerging opportunities for teaching and learning.
UNESCO. (2023). Global Education Monitoring Report 2023: Technology in Education—A Tool on Whose Terms? UNESCO.
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), 398.