Development of Application Based on Augmented Reality to Improve Student's Spatial Ability

Muslih Hasan Pambudi, Amin Suyitno, Zaenuri Mastur

Abstract


Technology has become a crucial part of the learning process and a facilitator of the interaction between students and teachers. Spatial ability is a crucial ability in mathematics learning and success in STEM. In this case, Augmented Reality (AR) in mathematics learning can facilitate the abstraction of mathematics that represents a new representation of mathematics concept. The objectives of this study were to develop an application using AR which was further used to improve the spatial ability of Junior High School students. Meanwhile, the method used in this study was R&D using the ADDIE model and quantitative approach through t-test. In this case, 64 students of 8th grade in Junior High School were involved as the research samples, where 32 students were in the control class and 32 students were in the experimental class. The results of this study were that the AR application was feasible to use in mathematics learning and its application enabled teacher and students to learn solid geometry using Augmented Reality with the object that can be manipulated, interact in real-time, and measure objects in the real world. It was also obtained that the learning outcomes of students who used the application were higher than the learning outcomes of students who did not use application, indicating that the application could increase stdudents spatial ability.

Keywords


learning media, augmented reality, spatial ability

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References


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DOI: https://doi.org/10.24815/jdm.v9i2.25936

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Jurnal Didaktik Matematika

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Universitas Syiah Kuala incorporated with the Indonesian Mathematics Educators Society (I-MES)

Mathematics Education Department Faculty of Teacher Training and Education, Universitas Syiah Kuala, Darussalam, Banda Aceh, Indonesia - 23111

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Jurnal Didaktik Matematika by Program Studi Magister Pendidikan Matematika FKIP Universitas Syiah Kuala is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.