Abstract
The study aims are to determine whether there is a difference in the average learning outcomes between students who are subject to Direct instruction model aided by mobile augmented reality and Direct instruction model supported by non mobile augmented reality. The presence or absence of significant differences in cognitive learning outcomes between groups of students with high achievement motivation, moderate achievement motivation, and low achievement motivation group. There is no interaction between learning strategies and achievement motivation toward cognitive learning outcomes.Population in this research is all student of semester 1 academic year 2016/2017 Sample is taken by using sampling cluster random sampling technique in mathematics education study of Universitas PGRI Semarang. Methods of data collection in this study are obtained by using interview methods, test methods, and method documentation. The results showed that: (a) There were significant differences in cognitive learning outcomes between groups of students treated with direct instructional strategies with MAR and group of students who were treated with direct instruction learning strategies with non-MAR. (B) There is a significant difference of cognitive learning outcomes between groups of students with high achievement motivation, moderate achievement motivation and low achievement motivation group. (C) There is an interaction between learning strategies and achievement motivation toward cognitive learning outcomes.
Highlights
Direct Instruction model demands and assists students in improving their learning capabilities. This is reinforced by Reynold's (1996) study which found that one of the factors that led to differences in student learning outcomes in both the UK and Singapore is the use of whole-class interactive teaching which is one of the main factors of Direct Instruction (DI). This contradicts Hanafiah (2010) which mentions the difference between teacher-centered and student-centered classes, where the classroom taught by the teacher makes the student less active, while the class taught by the active student model makes the class more active and creative, This is well responded by Magliaro (2005) explaining that the revised direct instruction model is able to integrate ass.ccsenet.org
In choosing learning media that match the characteristics of learning geometry, one of such is augmented reality media because this media is able to display two-dimensional objects into three-dimensional objects that enable students to understand the material geometry interesting and attractive, the number of renewable media today has an impact or effect Which is significant in the learning process, because learning acts occur when interacting with the media (Degeng, 2013), in the process of learning mathematics in schools and colleges the effects of technology or renewable media such as mobile phones, tablets and other communication media greatly affect the way they learn (Herrington, 2009)
The results show that Direct Instruction learning strategy with MAR is superior to Direct Instruction non MAR learning strategy, it is possible, because in Direct Instruction learning with MAR there is a serious effort to involve students actively in solving problems related to context Learning geometry
Summary
Direct Instruction model demands and assists students in improving their learning capabilities This is reinforced by Reynold's (1996) study which found that one of the factors that led to differences in student learning outcomes in both the UK and Singapore is the use of whole-class interactive teaching which is one of the main factors of Direct Instruction (DI). Vol 13, No 9 2017 computer-assisted learning when the classroom practice process is helpful in understanding the concept of learners and making the class more active and interactive This is reinforced by Ozdemir (2017) that shows that direct learning can be applied in learning with the help of technology, teachers in Turkey is greatly helped by the computer media in explaining the material to the students. One of them mobile learning media that can be used to solve the problems of traditional learning systems that are usually face to face which makes the learning process more flexible. (Sarrab, 2012)
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