Pendampingan Guru SD Dalam Desain Pembelajaran Geometri Berbasis Van Hiele Dan Geogebra

Assisting Elementary School Teachers In Designing Geometry Learning Based On Van Hiele And Geogebra

Abstract

Geometry learning in elementary schools is still predominantly procedural, emphasizing formula memorization rather than conceptual understanding. This community service program aimed to (1) facilitate teachers in developing geometry learning activity designs based on Van Hiele theory and GeoGebra), and (2) enhance teachers’ pedagogical and technological competencies through a co-design mentoring model. The program was conducted at SDK Sang Timur, Malang, involving 13 elementary school teachers over six weeks using a blended approach consisting of In-Service Training 1, On-the-Job Training, and In-Service Training 2, which focused on presentation of outputs, feedback, revision, and reflection. Data were collected through pretest–posttest questionnaires, analysis of the developed designs, and qualitative reflections from participants. The results show that participants successfully produced PowerPoint-based learning activity designs incorporating exploratory learning aligned with Van Hiele thinking levels and GeoGebra integration. Descriptively, there was a notable improvement in GeoGebra utilization +0.75, while other dimensions remained consistently high. Qualitative findings indicate a shift from procedural teaching toward inquiry-based exploratory approaches. In conclusion, the co-design-based mentoring model is effective in developing instructional blueprints and enhancing teachers’ pedagogical-technological competencies for classroom implementation.