<![CDATA[Mathematics learning in Phase F requires students to understand abstract concepts, connect multiple forms of representation, and solve problems independently. However, preliminary observations at SMA Negeri 8 Padang showed that learning activities were still dominated by teacher explanations, the use of dynamic visual media was not optimal, and some students had difficulty understanding graph changes and the relationship between algebraic forms and geometric representations. This study aims to map teachers' and students' needs for mathematics learning through Project Based Learning (PjBL) supported by GeoGebra. The research employed a descriptive qualitative approach with an emphasis on needs analysis. The research context involved 116 Phase F students from three classes, consisting of 39 students in class XI F3, 40 students in class XI F7, and 37 students in class XI F9, as well as a mathematics teacher. Student interview informants were selected purposively. Data were collected through classroom observation, semi-structured interviews, and document study, then analyzed through data condensation, data display, and conclusion drawing and verification. Data credibility was maintained through technique and source triangulation. The findings identified five key needs: more participatory and contextual learning, dynamic visual media to clarify concepts, systematically structured project activities, learning tools and assessment instruments that are practical for teachers, and technology-use strategies that consider device availability and students' initial abilities. These findings indicate that GeoGebra-assisted PjBL is relevant to be developed as an alternative mathematics learning design, although its effectiveness still needs to be tested in further research.]]>
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