Gerakan Literasi Sekolah Kawasan Bantaran Sungai Musi Palembang Melalui Pembelajaran Matematika Berbantu Augmented Reality

Nyiayu Fahriza Fuadiah; Marhamah; Destiniar; Anggria Septiani  Mulbasari

doi:10.31851/indiktika.v8i2.20829

Authors

Nyiayu Fahriza Fuadiah Universitas PGRI Palembang
Marhamah Universitas PGRI Palembang
Destiniar Universitas PGRI Palembang
Anggria Septiani Mulbasari Universitas PGRI Palembang

DOI:

https://doi.org/10.31851/indiktika.v8i2.20829

Keywords:

Literacy, OVLE, Didactical Situation, Pempek Tumpah

Abstract

The low level of student literacy affects their ability to understand mathematical contexts, particularly in determining appropriate strategies and solutions for problem-solving. This study aims to develop a didactical situation design assisted by Augmented Reality (AR) to improve students’ literacy skills as part of the School Literacy Movement, through an analysis of learning obstacles experienced by seventh-grade students. This research employs the Didactical Design Research (DDR) method, consisting of the prospective, metapedadidactic, and retrospective stages, involving 30 students from Grade 7.2 of SMP Negeri 47 Palembang in the 2025/2026 academic year, as well as the mathematics teacher in the class as respondents. The research data consisted of literacy tests, interviews, and mathematical learning designs, which were analyzed using qualitative interpretative techniques based on the theory of didactical situations. The results indicate that most students experienced difficulties in numerical literacy, particularly in understanding problem contexts and constructing mathematical models. The implementation of the AR-assisted didactical design in adidactical situations using the Pempek Tumpah context supported students’ understanding of the mathematical structures being studied. Metapedadidactic analysis revealed the need for adjustments to the didactical contract and refinement of the learning design through problem-solving activities aligned with students’ cognitive abilities. It can be concluded that the AR-assisted learning design has the potential to enhance students’ literacy skills in mathematics learning.

References

Arena, F., Collotta, M., Pau, G., & Termine, F. (2022). An overview of augmented reality. Computers, 11(2), 28. https://doi.org/10.3390/computers11020028.

Aryani, W. D., & Purnomo, H. (2023).

Gerakan literasi sekolah dalam meningkatkan budaya membaca siswa. JEMARI: Jurnal Edukasi Madrasah Ibtidaiyah, 5(2), 123–130.

https://doi.org/10.30599/jemari.v5i2.2682.

Brousseau, G. (2002). Theory of Didactical Situation in Mathematics. Springer.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791.

Gravemeijer, K. (2004). Local instruction theories as means of support for teachers in reform mathematics education. In K. Gravemeijer, R. Lehrer, B. van Oers, & L. Verschaffel (Eds.), Symbolizing, modeling and tool use in mathematics education (pp. 105–128). Dordrecht: Kluwer Academic Publishers.

https://doi.org/10.1007/978-94-017-1463-3_3.

Hatip, A., & Setiawan, W. (2021). Teori kognitif bruner dalam pembelajaran matematika. PHI: Jurnal Pendidikan Matematika, 5(2), 87–97. https://doi.org/10.33087/phi.v5i2.141.

Khotimah, K., & Aini, K. (2022). Pengembangan LKPD berbasis problem-based learning (PBL) untuk memfasilitasi kemampuan literasi matematis siswa. Indiktika: Jurnal Inovasi Pendidikan Matematika, 5(1). https://doi.org/10.31851/indiktika.v5i1.9840.

Lesh, R., & Doerr, H. M. (2012). Symbolizing, communicating, and mathematizing: Key components of models and modeling. In Symbolizing and communicating in mathematics classrooms (pp. 361–383). Routledge.

Lutfiya, L., Sumardi, H., & Siagian, T. A. (2021). Analisis kemampuan pemecahan masalah matematika siswa smp berdasarkan langkah penyelesaian polya. LINEAR: Journal of Mathematics Education, 134–146. https://doi.org/10.32332/linear.v2i2.3738.

Masfufah, R., & Afriansyah, E. A. (2021). Analisis kemampuan literasi matematis siswa melalui soal PISA. Mosharafa: Jurnal Pendidikan Matematika, 10(2), 291–300. https://doi.org/10.31980/mosharafa.v10i2.662.

Mayer, R. E., & Hegarty, M. (2012). The process of understanding mathematical problems. In The nature of mathematical thinking (pp. 29–53). Routledge.

Monika, S., Putri, A. D., Zahra, A., & Agustiani, R. (2025). Desain pembelajaran dengan pemanfaatan augmented reality untuk penguatan kemampuan literasi numerasi siswa materi ruang tiga dimensi. Indiktika: Jurnal Inovasi Pendidikan Matematika, 7(2). https://doi.org/10.31851/indiktika.v7i2.14740.

Nistrina, K. (2021). Penerapan augmented reality dalam media pembelajaran. J-SIKA Jurnal Sistem Informasi Karya Anak Bangsa, 3(1), 1–5.

OECD. (2018). The future of education and skills: Education 2030. OECD Publishing. https://doi.org/10.1787/54b36c8c-en.

OECD. (2019). PISA 2018 Results (Volume I): What Students Know and Can Do. OECD Publishing. https://doi.org/10.1787/5f07c754-en.

OECD. (2022). Future of Education and Skills 2030: OECD Learning Compass 2030. OECD Publishing.

Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1–14. https://doi.org/10.1207/S15326985EP3801_1.

Perpusnas RI. (2020). Indeks Aktivitas Literasi Membaca Masyarakat Indonesia.

Pujiati, D., Basyar, M. A. K., & Wijayanti, A. (2022). Analisis Gerakan Literasi Sekolah di Sekolah Dasar. Pedagogik Journal of Islamic Elementary School, 57–68.

Putri, R. D. R., Ratnasari, T., Trimadani, D., Halimatussakdiah, H., Husna, E. N., & Yulianti, W. (2022). Pentingnya keterampilan abad 21 dalam pembelajaran matematika. Science and Education Journal (SICEDU), 1(2), 449–459.

Saravanakumar, A. R. (2020). Life skill education for creative and productive citizens. Journal of Critical Reviews, 7(9), 554–558.

Septinar, H., Daulay, R. W., & Putri, M. K. (2018). Faktor-Faktor yang mempengaruhi kualitas pengelolaan Lingkungan terhadap kondisi di Bantaran Hilir Sungai Musi Kecamatan Gandus Kota Palembang. Jurnal Swarnabhumi: Jurnal Geografi Dan Pembelajaran Geografi, 3(1), 43–48.

Suryadi, D. (2019). The role of didactical design research in mathematics education: Indonesian perspective. Universitas Pendidikan Indonesia.

UNESCO. (2015). Global Monitoring Report: Education for All 2000--2015. UNESCO.

UNESCO. (2021). Reimagining Our Futures Together: A New Social Contract for Education. UNESCO.

Wahyuni, & Dewi. (2021). Rendahnya Literasi Membaca di Indonesia: Sebuah Analisis. Jurnal Pendidikan.

World Economic Forum. (2023). The Future of Jobs Report 2023.

Yuliana, V., Zulkardi, & Putri, R. I. I. (2024). Kemampuan literasi matematis siswa pada materi operasi hitung kelas VII menggunakan soal tipe PISA. Indiktika: Jurnal Inovasi Pendidikan Matematika, 7(1). https://doi.org/10.31851/indiktika.v7i1.17231.