Penelitian ini bertujuan untuk: (1) mendeskripsikan penerapan pembelajaran matematika dengan media geogebra yang dapat meningkatkan pemahaman konsep siswa kelas VII F SMP N 2 Kauman, (2) mengetahui peningkatkan kemampuan pemahaman konsep siswa kelas VII F SMP N 2 Kauman dengan media geogebra.Jenis penelitian ini adalah penelitian tindakan kelas (PTK).Subjek penelitian ini adalah siswa kelas VII F SMP N 2 Kauman yang berjumlah 28 siswa. Teknik pengumpulan data pada penelitian ini adalah tes dan observasi. Instrumen penelitian yang digunakan adalah soal tes pemahaman konsep, lembar observasi keterlaksanaan pembelajaran guru dan lembar observasi keterlaksanaan pembelajaran siswa. Penerapan media geogebra dengan membagi siswa menjadi beberapa kelompok. Kemudian menerapkan langkah 5M yang selanjutnya siswa mempraktikkan media geogebra saat mengumpulkan informasi. Dari hasil analisis data tes tiap indikator berada pada kategori tinggi dengan persentase . Hasil analisis data observasi keterlaksanaan pembelajaran siswa 81,01% mengalami peningkatan menjadi 88,22%. Sedangkan untuk persentase keterlaksanaan pembelajaran guru pada siklus I sebesar 98,14% menjadi 100%. Dengan demikian penerapan media geogebra dapat meningkatkan kemampuan pemahaman konsep siswa kelas VII F SMP N 2 Kauman

The aim of this study is to describe the implementation of Two Stay Two Stray (TSTS) cooperative learning assisted by Scaffolding techniques. This study is also to determine students' mathematical communication skills and student learning outcomes after the implementation of Two Stay Two Stray (TSTS) cooperative learning assisted by Scaffolding techniques. This research was conducted in class VIIIC of SMPN 1 Siman at 2019/2020 academic year. The Classroom Action Research (CAR) design was carried out in 2 cycles, in which the data collection instruments were in the form of test questions and observation sheets. Based on the findings, there is an improvement in student learning outcomes from cycle 1 and cycle 2 after applying Two Stay Two Stray learning (TSTS) assisted by scaffolding techniques. Furthermore, the communication skills of students are also increased. Some points that must be considered in implementating this learning procedures are firstly, teachers must pay attention to the allocation of time provided for each step of learning in accordance with the Learning Implementation Plan. Secondly, the teacher must optimize his role as a facilitator in cooperative learning type Two Stay Two Stray (TSTS) through various scaffolding techniques. Some of the techniques given here can be adapted to other learning models and materials. The teacher needs to be more selective in choosing the right technique for optimalizing learning.