Trigonometri, Geogebra, dan Infografis: Sebuah Prosedur Pembelajaran yang Sangkil dan Mangkus

  • Muflichati Nurin Azizah SMA Negeri 1 Yogyakarta, Yogyakarta, Daerah Istimewa Yogyakarta,  Indonesia


Trigonometry is one of the branches in Mathematics that is considered difficult to learn by most of the students. One of the learning activities is drawing a graph of a Trigonometric function. There are three ways to learn and master it, namely determining the coordinates of points, determining amplitudes and periods, or by using translation. By involving two classes taught by the writer as the object of the teaching and learning process, it is highly expected that they will get positive effects from it. The use of GeoGebra is continued by creating an infographic about the graph of trigonometric functions directing students in an efficient learning procedure. They actively cultivate the knowledge gained. Students get the opportunity to process for themselves the knowledge gained precisely through the exploration of the characteristics of function graphs. The use of learning facilities in the classroom in the form of adequate internet can help the learning process, save costs, time, and energy. The use of GeoGebra followed by making infographics is effective for learning graphs of Trigonometric functions as indicated by the quality of learning outcomes obtained by students. The average infographic scores of the KD 3.10 and 4.10 class X MIPA-1 are 92.69 and 93.98 while class X MIPA-2 are 92.86 and 94.05. The results of daily assessment-1 and daily assessment-2 respectively for class X MIPA-1 are 80.83 and 83.22 while class X MIPA-2 are 81.94 and 84.54. From these various results, it can be concluded that the combination of Trigonometry, GeoGebra, and Infographics, can create an effective and efficient procedure in the teaching and learning process.

Keywords: trigonometry, geogebra, infographics, efficient, effective

PDF Downloads

Download data is not yet available.
How to Cite:
Azizah, M. N. (2022). Trigonometri, Geogebra, dan Infografis: Sebuah Prosedur Pembelajaran yang Sangkil dan Mangkus. Ideguru: Jurnal Karya Ilmiah Guru, 8(1), 17-24.
Best Practices
Abstract viewed: 160 times
PDF (Bahasa Indonesia) downloaded: 194 times


Churun L Maknun dkk. (2020). Didactical Design on Drawing and Analysing Trigonometric Functions Graph through a Unit Circle Approach. International Electronic Journal of Mathematics Education, 15(3), 614. DOI:10.29333/iejme/9275

Damyanov, I. (2018). The Role of Infographics for the Development of Skills for Cognitive Modeling in Education. International Journal of Emerging Technologies in Learning (iJET), v13(1), DOI: 10.3991/ijet.v13i01.7541

Fitriasari, P. (2017). Pemanfaatan Software GeoGebra dalam Pembelajaran Matematika. Jurnal Pendidikan Maematika RAFA, 3(1), 57-69 DOI: 10.19109/jpmrafa.v3i1.1441

Hapsara, A. S. (2020). Peningkatan Partisipasi dan Hasil Belajar Daring Sosiologi melalui Pendekatan Problem Posing Berbasis Infografis. Ideguru: Jurnal Karya Ilmiah Guru, 5(2), 9–19.

Hidayat, Taufik. (2021). Penggunaan Aplikasi Geogebra Sebagai Media Pembelajaran Matematika SMK. Inovasi Pendidikan: Jurnal Pendidikan, 8(1). 13 April 2011. Pembelajaran Aktif, Kreatif, Efektif, dan Menyenangkan (PAKEM) - Pendidikan Matematika. Diakses pada 8 Agustus 2022 dari menyenangkan-pakem.html.

I. Sudakov, T. Bellsky, S. Usenyuk & V. Polyakova (2015). Infographics and Mathematics: A Maechanism for Effective Learning in the Classroom. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies.


Kariadinata, R. (2013). Trigonometri Dasar. Bandung: Pustaka Setia.

Pratiwi, D.D. (2016). Pembelajaran Learning Cycle 5e berbantuan Geogebra terhadap Kemampuan Pemahaman Konsep Matematika. Al-Jabar: Jurnal Pendidikan Matematika, 7(2), 191-202.

R. Williams. (2013). “Arts Work in Education”. Available:

Sofiyah, Siti (2018) Analysis of Students Error in Proving Trigonometric Identities. International Journal of Management and Applied Science, 4(5),

Sukmadewi, T., S. (2014) Improving Students’ Mathematical Thinking and Disposition Through Probing and Pushing Questions. Jurnal Matematika Integratif, 10(2), 127-137. Corpus ID: 125140706

Sumaryanta, & Wibawa, A.D (2020). Rekonstruksi Pembelajaran Matematika di Era Revolusi Industri 4.0. Indonesian Digital Journal of Mathematics and Education, 7(1), 11-25. v7i1.135

Zakaria, N. and Khalid, F. (2016) The Benefits and Constraints of the Use of Information and Communication Technology (ICT) in Teaching Mathematics. Creative Education, 7, 1537-1544. DOI: 10.4236/ce.2016.711158