<![CDATA[This study investigates the use of GeoGebra in learning analytical geometry in college, focusing on conceptual and cognitive barriers. Urgency: The main gaps identified were students' difficulty constructing symbolic abstractions before Visualization, as well as gaps between visual representation and symbolic reasoning. Objective: This study aims to identify these barriers and propose a pedagogical framework to optimize GeoGebra integration in learning. Method: The research used a qualitative case study design involving 199 respondents from seven universities in Lampung. Data were collected through an open-ended questionnaire (Google Form) and analyzed using the Miles and Huberman approach, triangulating sources to ensure data validity. All 199 participants' responses were included in the initial analysis. In the reduction phase, responses were systematically screened, categorized, and grouped into emerging themes aligned with the research questions, ensuring that only relevant data reflecting the conceptual and cognitive aspects of GeoGebra use were retained. Conclusions: The results of the data analysis showed that: (1) students had difficulty constructing symbolic abstractions before Visualization and (2) there was a gap between visual representation and symbolic reasoning, where students could draw graphs but could not relate them to the underlying mathematical concepts. Novelty: A four-stage pedagogical model was proposed: conceptual clarification, guided symbolic structuring, dynamic visual mapping, and reintegrative reflection. Contribution: This study suggests a learning design that explicitly integrates symbolic and visual representations, using GeoGebra as a cognitive tool to improve conceptual understanding in analytical geometry.]]>
