At first glance, the goal sounds fairly straightforward, but there’s a bit more going on beneath it. The work set out to design an interactive mathematics learning tool using GeoGebra, focusing specifically on linear equations, and then to see whether it actually holds up in practice. Rather than jumping straight into testing, the process followed a Research and Development approach, adapting the familiar 4D model into three main phases: define, design, and development. That slight adjustment felt practical, given the scope of the project.  The participants were not a large group, but they were carefully chosen. Three validators took part, including two university lecturers with expertise in the field and one practicing mathematics teacher who understands classroom realities. Alongside them, 15 eighth-grade students from MTsN 1 Aceh Tenggara were involved, offering direct feedback from the learner’s side. To gather data, the study relied on validation sheets for the media and questionnaires capturing how students responded after using it. When the numbers came in, they told a fairly clear story. The media achieved a validation score of 92.8 percent, which places it comfortably in the very valid category. Student responses were even slightly higher, reaching 94.5 percent and falling into the very good range. Those figures suggest that the product is not just technically sound but also well received by its intended users. All things considered, the GeoGebra-based learning media seems more than usable in a classroom setting. It doesn’t just meet formal feasibility standards; it also appears to spark students’ interest and keep them engaged, which, in real teaching situations, is often half the battle.

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