Pelatihan geogebra kepada Musyawarah Guru Mata Pelajaran (MGMP) matematika Kota Padang - Deby Erdriani; Dewi Devita; Laila Marhayati (Universitas Muhammadiyah Mataram, 2025)
Abstrak Pelatihan GeoGebra ini dilaksanakan untuk mengatasi rendahnya penguasaan teknologi dalam pembelajaran matematika di kalangan guru MGMP Matematika Kota Padang. Berdasarkan survei awal, mayoritas guru mengalami kesulitan dalam memanfaatkan GeoGebra untuk visualisasi konsep abstrak, padahal software ini terbukti meningkatkan motivasi dan hasil belajar siswa. Kegiatan ini bertujuan meningkatkan kompetensi pedagogik dan teknis 35 guru SMP melalui pelatihan interaktif berbasis praktik. Metode pelaksanaan meliputi: (1) pre-test untuk mengukur kemampuan awal, (2) workshop selama 1 hari dengan materi pengoperasian GeoGebra dan simulasi pengajaran, serta (3) post-test. Hasil uji Wilcoxon menunjukkan peningkatan signifikan (Z = -4,054; p = 0,000) dengan effect size besar (r = 0,81), di mana 25 dari 35 peserta mengalami peningkatan kompetensi. Namun, 7 peserta memerlukan pendampingan tambahan akibat keterbatasan infrastruktur dan heterogenitas kemampuan awal. Hasilnya membuktikan efektivitas pelatihan GeoGebra sebagai strategi pengembangan guru, meski perlu diperluas dengan sampel lebih besar dan pendekatan personalisasi. Kata kunci: geogebra; pelatihan guru; kompetensi pedagogik; MGMP matematika; pembelajaran interaktif. Abstract This GeoGebra training was conducted to address the low technological proficiency in mathematics teaching among MGMP Mathematics teachers in Padang City. Based on preliminary surveys, most teachers struggled to utilize GeoGebra for visualizing abstract concepts, despite the software's proven effectiveness in enhancing student motivation and learning outcomes. The program aimed to improve the pedagogical and technical competencies of 75 junior high school teachers through interactive, practice-based training. The implementation method included: (1) a pre-test to assess baseline skills, (2) a one-day workshop covering GeoGebra operation and teaching simulations, and (3) a post-test. Wilcoxon test results revealed significant improvement (Z = -4.054; p = 0.000) with a large effect size (r = 0.81), where 25 out of 35 participants demonstrated enhanced competency. However, 7 participants required additional mentoring due to infrastructure limitations and varying skill levels. The findings confirm the efficacy of GeoGebra training as a teacher development strategy, though expansion with larger samples and personalized approaches is recommended. Keywords: geogebra; teacher training; pedagogical competence; mathematics MGMP; interactive learning.