An Analysis of the Use of Augmented Reality in Mathematics Learning and Its Impact on Junior High School Students' Mathematical Literacy
DOI:
https://doi.org/10.31851/indiktika.v8i2.20831Keywords:
Augmented Reality, Mathematical LiteracyAbstract
This study investigates the use of Augmented Reality (AR) in mathematics education and its impact on students' mathematical literacy. The study employs a quantitative method with a quasi-experimental design for non-equivalent control groups. The research sample consisted of 68 students in Grade 8 at SMP Negeri 1 Sipirok. They were divided into two groups: one group conducted experiments using Augmented Reality tools, and the other was a control group taught using traditional methods. PISA indicators were used as the basis for the mathematical literacy test, which had been tested for its credibility and validity. Data analysis involved the use of normality tests, linearity tests, Pearson correlation, and simple linear regression. The tests used were in essay form. The results showed that the mathematical literacy of students in the experimental class fell into the good category with a mean score of 78.42. Meanwhile, the mathematical literacy of students using AR also fell into the good category, with a mean score of 82.57. The normality and linearity tests indicated a linear relationship and data with a normal distribution. The Pearson correlation coefficient showed a value of r = 0.684 with a significance level of 0.000, indicating a strong relationship between the use of AR and mathematical literacy. The regression results showed a coefficient of 0.615 and an R² coefficient of 0.468.
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