Analisis Penggunaan Aplikasi Geo Math dalam Pembelajaran Matematika di SMA Berdasarkan Technology Acceptance Model (TAM)

Abstract

The integration of technology into mathematics education holds significant potential to enhance students’ understanding of abstract concepts, improve problem- solving skills, and foster greater motivation and engagement. In this context, understanding students’ perceptions of technology use is increasingly important for evaluating how effectively it supports learning outcomes, particularly in mathematics. This study aims to describe students’ perceptions of using the Geo Math application in high school mathematics instruction, based on the Technology Acceptance Model (TAM) framework. Employing a descriptive quantitative approach, the study systematically examined students’ perceptions of using Geo Math in learning transformation geometry. The population comprised students from a public senior high school in Trienggadeng, Aceh, Indonesia, with a purposive sample of 23 Year 11 students. Data were collected through a TAM-based questionnaire covering five assessment dimensions. The data were analyzed by calculating the mean scores of student responses for each indicator within the TAM aspects. Findings revealed that 85% of students responded positively to the use of Geo Math, based on average scores across the five TAM aspects: ease of use, perceived usefulness, attitude, behavioral intention, and content relevance. These results indicate that the application is not only user-friendly but also considered beneficial in visualizing abstract concepts that often pose challenges in mathematics learning. This suggests that Geo Math has the potential to be more widely integrated into classroom instruction as an alternative or complement to conventional teaching methods.