GeoGebra Augmented Reality: An Innovation in Improving Students' Mathematical Problem-Solving Skills
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| Title: | GeoGebra Augmented Reality: An Innovation in Improving Students' Mathematical Problem-Solving Skills |
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| Language: | English |
| Authors: | Meria Ultra Gusteti (ORCID |
| Source: | International Journal of Education in Mathematics, Science and Technology. 2025 13(3):584-596. |
| Availability: | International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Computer Software, Computer Simulation, Mathematics Instruction, Problem Solving, Private Colleges, Teaching Methods, Comparative Analysis, Student Improvement, Instructional Effectiveness, Foreign Countries, Undergraduate Students, Geometry |
| Geographic Terms: | Indonesia |
| ISSN: | 2147-611X |
| Abstract: | This study aims to test the effectiveness of GeoGebra Augmented Reality in improving students' mathematical problem-solving skills. The method used is a quasi-experiment with a posttest-only control group design. The research population is students of the Mathematics Education Study Program at a private university in Indonesia, with a sample of 32 students selected using random sampling techniques (17 students in the experimental group and 15 students in the control group). The study was conducted for 5 weeks with a duration of 2.5 hours per week. Data were collected through mathematical problem-solving tests and analyzed using normality tests (Kolmogorov-Smirnov and Shapiro-Wilk), homogeneity tests (Levene's Test), and independent t-tests after meeting the prerequisites of parametric analysis. The results showed that there was a significant difference between the experimental group using GeoGebra Augmented Reality and the control group using conventional methods (t = 3.790, p < 0.05, Cohen's d = 1.02), with the experimental group experiencing a significant improvement in mathematical problem-solving ability. These results indicate that the application of Augmented Reality technology in mathematics learning can be an effective innovation in improving students' problem-solving skills. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475394 |
| Database: | ERIC |
| Abstract: | This study aims to test the effectiveness of GeoGebra Augmented Reality in improving students' mathematical problem-solving skills. The method used is a quasi-experiment with a posttest-only control group design. The research population is students of the Mathematics Education Study Program at a private university in Indonesia, with a sample of 32 students selected using random sampling techniques (17 students in the experimental group and 15 students in the control group). The study was conducted for 5 weeks with a duration of 2.5 hours per week. Data were collected through mathematical problem-solving tests and analyzed using normality tests (Kolmogorov-Smirnov and Shapiro-Wilk), homogeneity tests (Levene's Test), and independent t-tests after meeting the prerequisites of parametric analysis. The results showed that there was a significant difference between the experimental group using GeoGebra Augmented Reality and the control group using conventional methods (t = 3.790, p < 0.05, Cohen's d = 1.02), with the experimental group experiencing a significant improvement in mathematical problem-solving ability. These results indicate that the application of Augmented Reality technology in mathematics learning can be an effective innovation in improving students' problem-solving skills. |
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| ISSN: | 2147-611X |
