AUGMENTED REALITY AFFECTS STUDENTS' ATTITUDE AND CONCEPTUAL UNDERSTANDING IN LEARNING 3D GEOMETRY ; Augmented Reality Affects Students' Attitude and Conceptual Understanding in Learning 3D Geometry.

Autor/Urheber	Auliya, Risma Nurul; Munasiah, Munasiah
Institution	Lembaga Penelitian dan Pengabdian kepada Masyarakat
Titel	AUGMENTED REALITY AFFECTS STUDENTS' ATTITUDE AND CONCEPTUAL UNDERSTANDING IN LEARNING 3D GEOMETRY ; Augmented Reality Affects Students' Attitude and Conceptual Understanding in Learning 3D Geometry.
Quelle	In: doi:10.23887/jpi-undiksha.v9i2.17480; Jurnal Pendidikan Indonesia; Vol 9, No 2 (2020); 203-212 ; JPI (Jurnal Pendidikan Indonesia); 2541-7207 ; 2303-288X ; 10.23887/jpi-undiksha.v9i2(2020) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.23887/jpi-undiksha.v9i2.17480
Schlagwörter	conceptual understanding in mathematics; learning 3d geometry; augmented reality; Attitude Towards Geometry
Abstract	The study investigates the impact of using AR in learning 3D geometry on students' attitude and conceptual understanding. The research was carried out using a quasi-experimental design, in particular by using conceptual understanding test and attitude towards geometry questionnaire, in a public secondary school in Rangkasbitung, Banten, Indonesia. Two groups of students were used for data collection; the experimental (31 students) and the control groups (30 students). The data analyzed by independent sample t-test, using significant level of 0.05. The results of this study were: (1) students' conceptual understanding in mathematics in AR group was better than control group, (2) students' conceptual understanding in mathematics for both groups was in medium category, and (3) students' attitude towards geometry in AR group was better than control group. Therefore, the appropriate method that be used in learning geometry can affect students' conceptual understanding. Additionally, learning environment also needs to be teachers' attention, because it can affect students' attitude and their involvement in learning process. ; The study investigates the impact of using AR in learning 3D geometry on students' attitudes and conceptual understanding. The research was carried out using a quasi-experimental design, in particular by using a conceptual understanding test and attitude towards geometry questionnaire, in a public secondary school in Rangkasbitung, Banten, Indonesia. Two groups of students were used for data collection; the experimental (31 students) and the control groups (30 students). The data analyzed by independent sample t-test, using a significant level of 0.05. The results of this study were: (1) students' conceptual understanding in mathematics in AR group was better than the control group, (2) students' conceptual understanding in mathematics for both groups was in the medium category, and (3) students' attitude towards geometry in AR group was better than the control group. Therefore, the appropriate method that is used in learning geometry can affect students' conceptual understanding and attitude towards geometry. Additionally, the learning environment also needs to be teachers' attention, because it can affect students' involvement in the learning process.
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