<![CDATA[ABSTRACT Understanding mathematical concepts in trigonometry requires students to connect symbols, graphs, and various representations, which can be challenging when learning does not provide sufficient visual experiences. This study aims to analyze the effect of using Desmos as a learning medium on the mathematical conceptual understanding of high school students in trigonometry. The study employed a quasi-experimental method with a Nonequivalent Control Group Design. The population consisted of Grade XI students at SMAN 1 Maja in the 2025/2026 academic year, with class XI-1 serving as the experimental group and class XI-2 as the control group, selected through cluster random sampling. Data were collected using an essay test measuring mathematical conceptual understanding, administered as a pretest and posttest, and then analyzed using descriptive and inferential statistics. The results showed that the mean posttest score of the experimental group was 25.85, while that of the control group was 17.88. The Mann–Whitney U Test yielded a significance value of < 0.001, indicating a difference in students' mathematical conceptual understanding between the two groups. The highest indicator was the ability to present concepts in various forms of mathematical representation, with an achievement of 95%, while the application of concepts in problem solving reached 70%. These findings indicate that Desmos has the potential to support the understanding of trigonometric concepts through visualization, exploration, and connections among mathematical representations. ABSTRAK Pemahaman konsep matematis pada materi trigonometri memerlukan kemampuan menghubungkan simbol, grafik, dan berbagai representasi yang dapat menjadi kendala ketika pembelajaran kurang memberikan pengalaman visual. Penelitian ini bertujuan menganalisis pengaruh penggunaan media Desmos terhadap kemampuan pemahaman konsep matematis siswa SMA pada materi trigonometri. Penelitian menggunakan metode kuasi eksperimen dengan desain Nonequivalent Control Group Design. Populasi penelitian adalah siswa kelas XI SMAN 1 Maja tahun ajaran 2025/2026, dengan kelas XI-1 sebagai kelompok eksperimen dan XI-2 sebagai kelompok kontrol yang dipilih melalui cluster random sampling. Data diperoleh melalui tes uraian kemampuan pemahaman konsep matematis yang diberikan dalam bentuk pretest dan posttest, kemudian dianalisis menggunakan statistik deskriptif dan inferensial. Hasil penelitian menunjukkan rata-rata skor posttest kelompok eksperimen sebesar 25,85, sedangkan kelompok kontrol sebesar 17,88. Uji Mann–Whitney U Test menghasilkan signifikansi < 0,001, yang menunjukkan adanya perbedaan kemampuan pemahaman konsep matematis antara kedua kelompok. Indikator representasi matematis memperoleh capaian tertinggi sebesar 95%, sedangkan penerapan konsep dalam pemecahan masalah mencapai 70%. Temuan ini menunjukkan bahwa Desmos berpotensi mendukung pemahaman konsep trigonometri melalui visualisasi, eksplorasi, dan keterhubungan antarreprensentasi matematis.]]>
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