Integrasi Media GeoGebra dalam Kerangka TPACK Guru Matematika SMP pada Pembelajaran Geometri

Empiricism Journal
Vol. 7 No. 1: March 2026

Penelitian ini bertujuan untuk mendeskripsikan integrasi media GeoGebra dalam kerangka Technological Pedagogical Content Knowledge (TPACK) guru matematika SMP pada pembelajaran geometri. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek 20 guru matematika SMP. Data dikumpulkan melalui observasi pembelajaran, rekaman video, dan wawancara mendalam. Hasil penelitian menunjukkan bahwa integrasi GeoGebra sangat dipengaruhi oleh level kompetensi TPACK guru. Guru dengan kategori TPACK Excellent mampu memanfaatkan GeoGebra secara interaktif untuk memvisualisasikan konsep geometri seperti transformasi, bangun ruang, dan hubungan antar objek secara dinamis. Guru dengan kategori Good menggunakan GeoGebra secara terbatas sebagai alat demonstrasi, sedangkan guru pada kategori Fair dan Poor mengalami kendala teknis dan pedagogis sehingga pemanfaatan GeoGebra belum optimal. Temuan ini menunjukkan bahwa GeoGebra memiliki potensi besar dalam meningkatkan kualitas pembelajaran geometri apabila terintegrasi secara tepat dengan pedagogi dan konten matematika. Oleh karena itu, penguatan kompetensi TPACK guru melalui pelatihan berbasis GeoGebra menjadi rekomendasi utama penelitian ini. Integration of GeoGebra Media within the TPACK Framework of Junior High School Mathematics Teachers in Geometry Instruction Abstract This study aims to describe the integration of GeoGebra media within the Technological Pedagogical Content Knowledge (TPACK) framework of junior high school mathematics teachers in geometry instruction. The study employed a descriptive qualitative approach involving 20 junior high school mathematics teachers as research participants. Data were collected through classroom observations, video recordings of instruction, and in-depth interviews. The findings indicate that the integration of GeoGebra is strongly influenced by the teachers’ level of TPACK competence. Teachers in the Excellent TPACK category were able to utilize GeoGebra interactively to visualize geometric concepts such as transformations, three-dimensional shapes, and relationships among objects in a dynamic manner. Teachers in the Good category used GeoGebra in a more limited way, primarily as a demonstration tool, while those in the Fair and Poor categories experienced technical and pedagogical difficulties, resulting in less optimal use of GeoGebra. These findings suggest that GeoGebra has considerable potential to enhance the quality of geometry instruction when it is appropriately integrated with pedagogy and mathematical content. Therefore, strengthening teachers’ TPACK competence through GeoGebra-based training is the main recommendation of this study.