TRAINING AND ASSISTANCE IN USING GEOGEBRA TO IMPROVE THE COMPETENCE OF HIGH SCHOOL MATHEMATICS TEACHERS

: Mathematics teachers must adapt to technological developments in the digital era. Among other problems related to learning mathematics, students tend to feel bored and uninterested in mathematics. At the same time, most teachers need help keeping up with fast technology developments. The solution offered is training and mentoring activities for using the GeoGebra software in mathematics learning in South Tangerang City in collaboration with the Subject Teacher Deliberation of Mathematics or MGMP. The material presented was about introducing GeoGebra, graphs, and function operations. Moreover, it was about solving linear programming, geometry


INTRODUCTION
Currently, technology is developing rapidly, including in the field of education.All parties, including teachers, are required to be able to follow technological developments.Teachers are forced to follow technological developments faster than they should.Progress in the field of educational technology and learning technology requires the use of various learning media and increasingly sophisticated equipment.Currently, education lives in a media world, where learning activities using conventional learning material delivery systems that prioritize the lecture method are reduced and replaced with modern learning material delivery systems that prioritize students' role in using multimedia technology and the role of teachers as facilitators.Teachers must have the required competencies to keep up with technological developments.However, according to Hidayati et al., teacher competence in 34 provinces in Indonesia is low in two areas of mastery: pedagogical and professional competence1 .In South Tangerang City, the average Teacher Competency Test or UKG score for high school teachers is 69,6, the average pedagogical score for all teachers is 56,27, and the average professional score for all teachers is 64,37.Meanwhile, the average UKG score for all teachers is 61,94 2 .This condition is unfortunate, considering the teacher's role in learning is very important.
In Indonesia, there is an association of teachers, namely the Subject Teachers' Deliberation or MGMP.One of the aims is to increase knowledge and skills with a more professional learning innovation approach.Therefore, the community service team of the Tangerang need help keeping up with technological advances in education and learning.Many teachers are comfortable with the old ways.They are also busy at school, so they feel reluctant to learn technology that can help the learning process.As a result, teachers use makeshift learning media in the learning process, such as power points with pictures obtained from books or searching on search engines.This situation is exacerbated by the stigma of mathematics as problematic compared to other subjects.So, learning innovation is needed in the mathematics learning process to make it easier for students to understand mathematics material.
An innovation in mathematics learning is using mathematics software in the learning process, such as GeoGebra software.GeoGebra is an open-source dynamic mathematical software program (available for free) created by Markus Hohenwarter for his Master's thesis project at the University Darsih Idayani, Wahyu Hidayat, Selly Anastassia Amellia Kharis, Asmara Iriani Tarigan, & Sumartono Sumartono doi: 10.35316/assidanah.v6i1.182-192As-Sidanah: Jurnal Pengabdian Masyarakat, 6(1), 182-192, April 2024 | 184 of Salzburg, Austria3 .GeoGebra's official website is http://www.geogebra.org,which features the latest version of the software, access to GeoGebraWiki and User Forums, related publications, and information regarding regional GeoGebra Institutes.GeoGebra software can create images or animations of flat shapes, geometric shapes, straight lines, linear, quadratic, trigonometric, etc.All this is found in materials on geometry, linear programming, linear equations, trigonometry, etc.
With the help of GeoGebra software, teachers are expected to be able to create exciting learning media, and students can understand mathematics material easily.
Several studies have been conducted in the last ten years regarding using GeoGebra in mathematics learning.Shadaan and Eu indicated that students in the experimental group were superior to students in the control group, and there was a positive perception of using GeoGebra in learning circle material4 .Majerek said that GeoGebra could be used as a mathematics learning medium to demonstrate or visualize mathematical concepts and as a tool to construct mathematical concepts5 .Arbain and Shukor's research shows positive perceptions and better learning achievements of students who use GeoGebra6 .The results are supported by the opinion of Asngari, who said that GeoGebra can help in learning mathematics, especially in studying geometry efficiently and in a fun way 7 .Nur also believes that GeoGebra is a relatively effective and efficient program for visualizing mathematical objects, especially function and graph material 8 .Nur'aini, Harahap, Badruzzaman, and Darmawan also said that the GeoGebra application media catalyzes practical work 9 .In addition, Kramarenko, Pylypenko, and Muzyka concluded that using GeoGebra Dynamic Mathematics in stereometry learning positively influenced students' STEM (Science, Technology, Engineering and Math) competencies 10 .Meanwhile, according to Nuritha and Tsurayya, learning videos assisted by GeoGebra are effectively used as media or tools to help students learn mathematics 11 .
From the results of these studies, it can be concluded that GeoGebra can help teachers in the mathematics learning process, so it is essential to increase teachers' knowledge and skills in using GeoGebra for effective mathematics learning.Several pieces of training regarding using GeoGebra for middle and high school teachers and students have been carried out 12 .However, no one has focused on high school material according to the current curriculum.
Based on these problems, the PkM team and the South Tangerang City High School Mathematics MGMP partner worked together to improve the competency of high school mathematics teachers by increasing teachers' knowledge and skills in using and utilizing GeoGebra software for high school mathematics learning.Training and mentoring are carried out to achieve this goal.The material presented is an introduction to GeoGebra, graphs and function operations, solving linear programming, geometry, and calculus in GeoGebra.A posttest and pretest were conducted to find out the change in teacher competence, and the activities were evaluated.

METHOD
GeoGebra training is carried out using lecture and practical methods with stages of preparation (analysis design develop), training implementation, and evaluation based on the analysis design development implement evaluate (ADDIE) training process 13 .The ADDIE training process involves the following steps: training needs analysis (analysis), designing the overall training programme (design), developing the programme by collating the necessary material (develop), implementing the programme (implement), and evaluating the effectiveness of the programme (evaluate) 14 .
First, the community service team met with MGMP South Tangerang to analyze needs.

Then, the team prepares training materials for the preparation stage by writing and reviewing
To fulfill the partners' wishes, the community service team designed training activities for high school mathematics teachers using the GeoGebra application.The team met again to present the activity plan, and the MGMP team signed a letter stating their willingness to complete the training.

Training Implementation and Evaluation
GeoGebra training was held in three meetings, all conducted online via Zoom.The number of participants was 13 mathematics teachers from 10 senior high schools and 1 vocational high school, i.e.South Tangerang 2, 4, 5, 7, 8, and 9, Serang 3, Olahraga Pembangunan Jaya Raya, Nurul Fikri Serang, and 1 Waringinkurung Senior High School, as well as An-Nurmaniyah Vocational High School.At the first meeting, participants worked on pretest questions with an average score of 3,8 out of a maximum of 10.It shows that participants still have insufficient knowledge about Geobegra.Next, participants were given Geogebra training through direct delivery of material and practice.The material concerns graphs and functions, solving linear programs, and calculus (see Figure 2).

Figure 2. The online training
Apart from material and practice, participants are given assignments related to the material that has been presented (see Figure 3).However, due to the busyness of the participants, not all of them completed the assignments given.At the end of the activity, participants worked on posttest questions with an average score of 5,9 out of 10.Compared with the pretest results, it showed an increase in the participants' knowledge of GeoGebra (see Figure 4).A hypothesis test was carried out to determine the significance of the knowledge increase.
Asymp Value.Sig.(2-tailed) pretest and posttest data are more excellent than 0.05, respectively 0.176 and 0.123 (see Table 1).These scores show that the pretest and posttest data are typically distributed.Thus, a parametric statistical test, namely the paired sample t-test, can be carried out.2).This condition is indicated by a significance value of less than 0.05, which is less than 0.001.It can also be seen that the average pretest score is 4, while the average posttest score is 5.92308 (see Table 1).So, based on the t-test results, this  Several obstacles occurred in the implementation of this activity.Initially, Geogebra training activities were planned to be carried out in a hybrid manner, namely online and offline.However, the absence of a suitable time agreement resulted in activities being carried out entirely online.The community service team and the participants have busy schedules, making it challenging to find time slices.This online activity also resulted in participants feeling that interaction was lacking, especially activities in operating computer applications, which would be better if carried out face to face.Apart from that, the busyness of the participants who are teachers means that many of them have not had time to complete the assignments given.
The results of interviews with four participants show that this kind of training is needed for mathematics teachers because they feel that it is beneficial to have applications that can make teaching more accessible and make the learning atmosphere less boring.

Figure 3 .
Figure 3. Assignments submitted by participants

Figure 4 .
Figure 4. Comparison of pretest and posttest results attending Geogebra training, there was a significant increase in participants' knowledge regarding the use of GeoGebra.

Figure 5 .
Figure 5. Interview with one of the participants Mathematics Study Program Universitas Terbuka invited MGMP Mathematics at South Tangerang City to partner in community service activities to increase the competence of high school mathematics teachers.MGMP of South Tangerang City is chaired by Sulandari, M.Pd., a mathematics teacher at 12 South Tangerang State High School on Raya Cilenggang Street 1 Serpong.The MGMP consists of around 150-200 state and private high school mathematics teachers spread across all state high schools in South

Table 1 .
Pretest and posttest data normality test results

Table 2 .
The t-test: paired sample test