Development of the "GeoQuest AR" Educational Game Based on Augmented Reality to Enhance Geometry Concept Understanding in Junior High School Students
Abstract This study aims to develop and evaluate the effectiveness of an Augmented Reality (AR)-based educational game in enhancing junior high school students' understanding of geometric concepts. Employing the Successive Approximation Model (SAM) as its development framework, the study comprises three main phases: Preparation, Iterative Design, and Iterative Development. The Preparation phase involved needs assessment and problem analysis through surveys and interviews, which revealed that 60% of students experienced difficulties in visualizing geometric shapes. The Iterative Design phase included the development of an initial prototype, tested by ten students and validated by three experts. The validation results indicated high scores in terms of content quality, visual design, and curriculum alignment. While the prototype received positive feedback regarding 3D object visualization, suggestions were made to improve interactivity. In the Iterative Development phase, the final version of the game was refined based on feedback and tested on 60 students using a pre-test and post-test design. Data analysis using a paired sample t-test revealed a statistically significant improvement in students' understanding of geometry, with a notable difference between pre-test and post-test scores (p = 0.032 < 0.05). These findings suggest that AR technology can effectively enhance students’ conceptual understanding and engagement in geometry learning. The study's limitations include a relatively small sample size and a short media usage duration. Future research is recommended to involve a larger sample, extend the intervention period, and further explore aspects of interactivity and media adaptation to individual learner needs for increased effectiveness.
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