Ethnomathematics-Based Student Worksheets Assisted by Augmented Reality (AR) GeoGebra to Improve Mathematics Learning Outcomes

Achmad Buchori(1), Noviana Dini Rahmawati(2), Nabila Anggraina(3), Nur Khoiri(4),

DOI: https://doi.org/10.46843/jiecr.v7i2.2856


(1) Universitas PGRI Semarang, Indonesia
(2) Universitas PGRI Semarang, Indonesia
(3) Universitas PGRI Semarang, Indonesia
(4) Universitas PGRI Semarang, Indonesia

Abstract

This study aimed to develop and evaluate ethnomathematics-based student worksheets assisted by Augmented Reality (AR) GeoGebra to enhance students' understanding of three-dimensional geometry. Using a Research and Development (R&D) approach with the ADDIE model, the student worksheet was validated by media and material experts, tested for practicality through student response questionnaires, and evaluated for effectiveness using N-Gain analysis based on pre-test and post-test results. Thirty-one junior high school students participated, divided into an experimental class (n = 15) and a control class (n = 16). The developed student worksheet demonstrated high validity—88.33% from the media expert and 91.28% from the material expert—and excellent practicality (88.13%). The experimental class achieved a higher N-Gain score of 0.78 (high category) than the control class's 0.48 (moderate category), with the difference significant at the 0.05 level. These findings indicate that the AR-integrated GeoGebra student worksheet is valid, practical, and effective in improving students' conceptual understanding and learning outcomes, offering a meaningful integration of technology and culture in mathematics education.

Keywords

augmented reality; development; geogebra; learning outcomes; student worksheet

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References

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