Using Augmented Reality Media in Three-Dimensional Geometric Shape Material

Abstract

This research was a development research with a mix method approach. This study aimed to develop augmented reality learning media that was used to help students visualize three-dimensional mathematical objects. It important research because could replace the use of teaching tools that were limited in number, so they could assist teachers in learning process. This research was based on the Plomp model so that it consists of four phases as the following: (1) Preliminary assessment; (2) Designing; (3) Realization; and (4) Tests, Evaluations, and Revisions. The purpose of this study was to examine the validity, implementation, and effectiveness of augmented reality media. The results of this study revealed that augmented reality media was valid to use based on the results of expert validation, practical to use based on the observation sheet of teacher learning and response implementation, and effective to use based on learning outcome tests and student response questionnaires.

Augmented Reality Learning in Mathematics Education: A Systematic Literature Review

“…Following that, two of the three articles employed a mixed method approach to conduct their research, while the other used a qualitative research design approach. Medina Herrera et al ( 2019) and Mulbar et al (2021) utilised the mixed method research design to demonstrate that they combined elements of qualitative and quantitative research approaches for the broad purposes of understanding and corroborating the use of AR learning in mathematics education. Finally, the author Cahyono et al (2020) used a qualitative research design technique to illustrate that they focused on acquiring data through open-ended and conversational communication to learn more about the implementation of AR in mathematics education.…”

“…Ibáñez et al (2020) stated that students who used AR applications had performed significantly compared to the students who used web-based applications. Furthermore, AR-based technology also enhanced the learning of algebraic equation (Saundarajan et al, 2020), increased engagement of secondary school students in the probability learning process (Cai et al, 2019) and achieved the learning outcome in mathematics learning (Mulbar et al, 2021).…”

“…As seen in Table 8, it was recorded that 15 studies focused on quantitative analyses (Aldalalah et al 2019;Batubara et al 2022;Cai et al 2019;Cai et al 2018;del Cerro Velázquez & Morales Méndez 2021;Elsayed & Al-Najrani 2021;Ibáñez et al 2020;Lainufar et al 2021;Saha et al 2020;Sandoval-Henríquez & Badilla-Quintana 2021;Saundarajan et al 2020;Suryanti et al 2020;Smith 2018;Wong & Wong 2021). Meanwhile, another two studies focused on mixed methods approach (Medina Herrera et al 2019;Mulbar et al 2021) and two studies included educational design research (EDR) (Fatimah et al 2019;Ozcakir & Cakiroglu 2021). One study employed the qualitative analyses (Cahyono et al 2020).…”

“…From the increase, it could be indicated that the interest among researchers was growing towards the implementation of AR in learning mathematics (Cahyono et al, 2020). The increased number of studies in terms of publication year could be analysed after finding the effectiveness of AR approach towards learning especially in mathematics by allowing students to have a better exposure of learning outcomes in real life (Mulbar et al, 2021).…”

3D Geometric Shape and Colors Interactive Learning Media using Raspberry Pi, OpenCV, and TensorFlow Lite

“…Another study in 2020 also produced augmented reality learning media that did not have a question mode to measure students' understanding of geometric shapes [15]. In addition to these two studies, other studies in 2020 that produced augmented reality learning media used markers to run their applications [16]. However, the marker did not represent the 3D geometric shapes being studied, which could confuse students.…”