The Effectiveness of Using Augmented Reality on the Geometry Thinking Ability of Junior High School Students

Abstract

This study aimed to test the effectiveness of using augmented reality applications in learning geometry in junior high school students. The method used in this study is the quasi-experiment method. In this study, researchers used learning with augmented reality to find its effect on student learning outcomes in grade 8 junior high school, which has an average age of 13 years. The research design used in this study was a quasi-experimental nonequivalent control group design. This study, 2 sample classes were taken: an experimental class (learning with augmented reality) and a control class (learning without augmented reality). The experimental and control classes have the same characteristics; each has 20 male and 20 female students. The instrument used in this research is a geometric thinking ability test. This study uses a test instrument in the form of essay questions. The instrument was given twice, namely during the pretest and post-test. There are ten essay questions made. After obtaining the data from the pretest and post-test results, the normalized gain score formula (N-Gain) was used to know the increase in geometric thinking skills. The N-Gain result of the experimental class is 78% or 0.78, which is in the high category. Whereas in the control class, it was 50% or 0.58, this result is in the moderate category. The N-gain results show that there is a difference between the experimental class and the control class. In this case, the effectiveness of using augmented reality for learning geometry in junior high school students is higher than those who did not receive augmented reality treatment. From the N-gain value, it proves that learning using augmented reality learning media is effective in increasing the ability to think Geometry. Then the results of observations made during learning activities using augmented reality show that students look active and make students more enthusiastic when learning Geometry. The results of the responses showed that 39 students had become more proactive in learning Geometry by using augmented reality applications.