JDIME: Journal of Development and Innovation in Mathematics Education

Development of the "GeoQuest AR" Educational Game Based on Augmented Reality to Enhance Geometry Concept Understanding in Junior High School Students

Meta Silvia Gunawan — 2025-04-22

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.

Enhancing Conceptual Understanding and Learning Interest in Geometry through Augmented Reality-Based Learning Media

Asmaul Husna — 2025-04-05

This study aims to develop Augmented Reality (AR)-based learning media in geometry courses to enhance students' conceptual understanding and learning interest. This research uses a Research and Development (R&D) methodology with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) for media development procedures. The subjects of the study involved students from the Mathematics Education program at a university in Indonesia. Data were collected through validation sheets and effectiveness tests, with validity and reliability tested using paired sample t-tests. The results showed that the AR-based learning media developed received an excellent validation score (4.2/5) from experts and demonstrated significant effectiveness in improving conceptual understanding of geometry (t = 15.23, p < 0.05) as well as students' learning interest (t = 12.76, p < 0.05). The use of AR in geometry learning was found to increase student engagement and make abstract concepts easier to understand. These findings are consistent with previous studies showing that AR can enhance the quality of learning, particularly in complex subjects such as geometry. This study provides empirical evidence regarding the potential of AR in higher education and suggests broader implementation across various disciplines to improve students' understanding and motivation.

Innovative Transformation Geometry Learning: Developing Augmented Reality Media to Boost Students' Critical Thinking

Konstantinus Denny Pareira Meke — 2025-04-25

This study aims to develop an Augmented Reality (AR)-based transformation geometry learning media to enhance students' understanding and critical thinking skills. The method used is Research and Development (RnD) with a waterfall software development model. This model is chosen due to its systematic and sequential nature, which facilitates the clear mapping of each development stage. The development stages include planning, design, construction, testing, and implementation, involving validity testing by experts and product trials with students. The validity results show that the developed AR application is deemed highly feasible by media and subject matter experts, with validity percentages reaching 82% and 83%, respectively. Product trials with students showed that the AR application is practical to use, with a student learning completion rate of 88.4%. The results of this study indicate that AR-based learning media is effective in improving students' understanding of transformation geometry concepts and enhancing their critical thinking skills. The implication of this research is that AR-based learning media can be integrated into mathematics teaching, particularly for geometry topics, to improve teaching effectiveness and foster the development of better critical thinking skills in students.

Development of Augmented Reality-Based Learning Media with GeoGebra 3D to Enhance Interest and Concept Understanding in Ceva Theorem

Siti Sarah — 2025-04-05

This study aims to develop an Augmented Reality (AR)-based learning media utilizing GeoGebra 3D to teach the Ceva's Theorem in a triangular prism, with the goal of enhancing students' conceptual understanding and interest in learning mathematics. The research employs a Research and Development (R&D) approach using the ADDIE development model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. Data collection techniques involved media validation sheets, content validation sheets, practicality questionnaires, concept understanding tests, and student interest questionnaires. The validation results indicated that the developed media was highly valid, with an average score of 4.62 for technological design and 4.54 for content. The practicality of the media was also rated very practical by both teachers (4.7) and students (4.58). The effectiveness test revealed a significant improvement in concept understanding, with a gain value of 0.59 (moderate category), as well as an increase in student interest, reflected by an average score of 4.32 (high category). These findings indicate that the AR-based learning media using GeoGebra 3D is not only valid and practical but also effective in improving students' understanding and interest in complex spatial geometry topics. This study contributes to the development of interactive, contextual, and digital learning innovations that align with the demands of 21st-century education.

Development of Interactive Learning Media Based on Augmented Reality for Solid Geometry Concepts

Wahyu Lestari — 2025-04-05

This study aims to develop an interactive learning medium based on Augmented Reality (AR) for teaching three-dimensional geometric shapes to junior high school students. The medium was designed to enhance students’ understanding of geometric concepts, particularly in terms of spatial visualization. The research employed a development approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The development process involved validation by content and media experts, as well as trials conducted with students to evaluate their responses and the medium’s effectiveness. The results indicated that the developed AR learning medium was highly valid, with a material validity score of 94.5% and a media design validity score of 91.3%. Student response questionnaires revealed that 93.7% of students felt the medium helped them better understand the concepts of three-dimensional figures, while 89.1% stated that the medium made learning mathematics more engaging and enjoyable. Additionally, the average pretest score was 61.7, which increased to 84.2 in the posttest. A paired t-test showed a significance value of p < 0.01, indicating that the improvement in learning outcomes was statistically significant. The AR learning medium was thus proven to be valid and effective in assisting students in visualizing complex geometric objects, as well as making the learning process more engaging and interactive. Consequently, this study recommends the use of AR as an effective alternative learning tool to enhance students' mathematical understanding at the junior high school level.