GeoGebra Augmented Reality in Mathematics Learning Design: An Approach to Facilitate Students^ Concept Visualization
Anwar (a*), Saiman (a), Muhammad Zaki (a)

a) Mathematic Education Department of Universitas Samudra, Aceh, Indonesia
anwarmath[at]unsam.ac.id

Abstract

This study aims to examine the effectiveness of using GeoGebra Augmented Reality (GAR) in mathematics learning design to facilitate concept visualization for junior high school students. Good concept visualization in mathematics learning is crucial to enhance students^ visual thinking skills, which contributes to understanding abstract mathematical concepts. This study uses a quasi-experimental method with a pretest-posttest design, involving two classes as the experimental and control groups. The experimental class used GAR-assisted mathematics learning, while the control class used a conventional approach. The results indicate that using GAR significantly improves students^ concept visualization skills compared to conventional methods. Students learning with GAR demonstrated a deeper understanding of geometric concepts and were able to solve problems more visually and creatively. GAR facilitates direct interaction with mathematical objects in three-dimensional form, providing a more interactive and intuitive learning experience. Additionally, students reported that AR-based learning increased their motivation and engagement in learning mathematics. This study concludes that the implementation of GAR in junior high school mathematics learning design is effective in facilitating students^ concept visualization and could be a promising alternative to improve students^ understanding of mathematics. Further implementation is recommended to explore various other mathematical concepts and to test its impact on students^ critical thinking skills

Keywords: GeoGebra, Augmented Reality, Concept Visualization, Mathematics Learning, Visual Thinking

Topic: Technology in Education