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Constructing mathematical proofs is a fundamental yet challenging skill in secondary school geometry. While technology has been used to scaffold different aspects of the proving process, existing approaches often separate inquiry and conjecturing from formal proof or focus on structural and technical assistance without addressing students' initial difficulties. This study explores an alternative approach by integrating interactive applets into the proving process through a task design that relies on the original geometric figure, without auxiliary constructions. Using an interactive applet for the Angle Bisector Theorem, students engaged with proof components by manipulating a dynamic diagram that allowed them to explore and maintain relationships among key geometric properties. The design aimed to highlight connections between different sections of the proof, emphasizing equivalence, sufficiency, and interdependencies between conditions. Classroom implementation with high school students demonstrated the potential of this approach to support students in recognizing proof components and structuring their reasoning, with evidence of this engagement reflected in their subsequent proofs. The findings suggest that careful design of interactive proof-building activities can facilitate students' proving skills by allowing them to explore logical dependencies and construct deductive arguments dynamically.