Integrasi Augmented Reality dalam Geometri: Pengaruh Terhadap Kemampuan Spasial dan Mathematical Disposition
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Purpose: This study aims to analyze the effect of integrating Augmented Reality (AR) technology on spatial ability and mathematical disposition of secondary school students in geometry learning. The research addresses the persistent challenge of students' difficulty in visualizing three-dimensional geometric objects and their negative attitudes toward mathematics.
Design/Methodology: This quasi-experimental study employed a Nonequivalent Control Group Design with pretest-posttest measurements. The sample consisted of 64 eighth-grade students divided into an experimental group (32 students) who learned geometry using AR applications and a control group (32 students) who used conventional methods. Research instruments included a spatial ability test (20 items, reliability 0.85) and a mathematical disposition scale (26 items, reliability 0.89). Data were analyzed using independent t-test, paired t-test, and Cohen's d for effect size measurement.
Findings: The results revealed significant differences in spatial ability between the experimental group (posttest mean = 74.56) and control group (posttest mean = 61.23) with p < 0.001 and Cohen's d = 1.67 (large effect). Mathematical disposition also improved significantly in the experimental group (N-Gain = 0.72) compared to the control group (N-Gain = 0.31) with p < 0.001. The integration of AR effectively bridged abstract geometric concepts with concrete visual experiences.
Originality/Value: This study contributes to the limited literature on AR integration specifically for geometry learning in secondary education, demonstrating the synergistic effect of AR on both cognitive (spatial ability) and affective (mathematical disposition) domains simultaneously.
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