Email this article The Effect of Augmented Reality-Assisted Problem-Based Learning on Mathematical Reasoning Ability
Abstract
Abstract: The Effect of Augmented Reality-Assisted Problem-Based Learning on Mathematical Reasoning Ability. Objectives: This study aimed to determine the effect of Problem-Based Learning (PBL) models-assisted Augmented Reality (AR) on mathematical reasoning abilities (MRA). Methods: This study used a quasi-experimental post-test-only control group research design. The research sample consisted of 34 students in the experimental class and 36 students in the control class who were selected using a purposive sampling technique. The research instrument was a essay test analyzed using IBM SPSS 27 and Winstep. Findings: The findings indicate a significant difference between the experimental and control classes with the Mann-Whitney U-test Asymp. Sig. 0.00 while the results of Cohens d effect size were obtained at d is equal to 1.54. Furthermore, the Wright maps that the percentage of MRA is high (14 percent), medium (76 percent) and low (10 percent). Conclusion: Students who receive the application of the PBL models-assisted AR become more active, able to solve given contextual problems well and are more innovative in expanding their knowledge related to mathematical material.
Keywords: problem based learning, augmented reality, mathematical reasoning ability.
Abstrak: Pengaruh Model Problem-Based Learning Berbantu Augmented Reality Terhadap Kemampuan Penalaran Matematis. Tujuan: Tujuan dari penelitian ini adalah untuk mengetahui pengaruh model Problem Based Learning (PBL) berbantu Augmented Reality (AR) terhadap kemampuan penalaran matematis (MRA). Metode: Desain penelitian ini adalah quasi-experimental post-test-only control group design. Sampel penelitian sebanyak 34 siswa di kelas eksperimen dan 36 siswa di kelas kontrol yang dipilih menggunakan teknik purposive sampling. Instrumen penelitian ini berupa tes uraian yang dianalisis menggunakan IBM SPSS 27 dan Winstep. Temuan: Temuan ini menunjukkan perbedaan yang signifikan antara kelas eksperimen dan kelas kontrol, dengan Mann-Whitney U-test menghasilkan Asymp. Sig. 0,00 sedangkan hasil Cohens d effect size diperoleh d sama dengan 1,54. Selanjutnya, peta wright menunjukkan bahwa persentase MRA tinggi (14 persen), sedang (76 persen), dan rendah (10 persen). Kesimpulan: Siswa yang mendapat penerapan model PBL berbantuan AR menjadi lebih aktif, mampu memecahkan masalah kontekstual yang diberikan dengan baik, dan lebih inovatif dalam memperluas pengetahuannya terkait dengan materi matematika.
Kata kunci: pembelajaran berbasis masalah, augmented reality, kemampuan penalaran matematis.
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