Geogebra Sebagai Alat untuk Pembelajaran Matematika: Studi Fenomenologis Siswa Tunarungu SLB N Brebes

Mutia Lutfi; Muh Khamid

doi:10.20961/imscs.v3i2.1135

Authors

Mutia Lutfi
Muh Khamid

DOI:

https://doi.org/10.20961/imscs.v3i2.1135

Abstract

This study aims to explore the use of GeoGebra in enhancing mathematics learning for deaf students in a public special school, addressing the research gap on the effectiveness of this educational tool in inclusive classrooms. Adopting a qualitative case study approach, the research focuses on the experiences of principals, teachers, and deaf students in a special school in Brebes, Indonesia. Data were collected through structured interviews and observations, analyzed using the Miles and Huberman framework, which involves data reduction, display, and inference. The findings reveal that GeoGebra significantly helps deaf students by providing interactive visual learning experiences that support their understanding of abstract mathematical concepts. The use of this tool aligns with constructivist principles, encouraging independent and collaborative learning. Despite its benefits, challenges such as limited resources, inadequate teacher training, and technological readiness remain, impacting the program's sustainability. The study emphasizes the need for better infrastructure, teacher training, and policies to ensure the effective integration of GeoGebra in special education. The results show that GeoGebra has the potential to transform mathematics education for deaf students by promoting an inclusive and student-centered learning environment, but its successful implementation requires addressing existing barriers in educational settings.

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