The Development of Augmented Reality-Based Learning to Improve Students’ Mathematical Communication Skills and Self-Efficacy

Abstract

This study aims to develop Ruang GIRA (Geometry Interactive Reality Augmented), an Augmented Reality (AR)-based learning medium for polyhedra at the junior high school level, and to examine its feasibility and effectiveness in improving students’ mathematical communication skills and self-efficacy through the Discovery Learning model. The study was prompted by students' difficulties in visualising three-dimensional objects, which result in poor communication skills and reduced confidence when solving geometry problems. Ruang GIRA addresses this issue by providing an immersive learning experience that allows students to interact with virtual geometric objects, thereby bridging the gap between abstract concepts and visual representation. The research employed a Research and Development (R&D) method based on the ADDIE model, consisting of the following stages: Analysis, Design, Development, Implementation, and Evaluation. The subjects were Year 9 students. The media's feasibility was validated by material and media experts, indicating its high feasibility. Students responded very positively, giving an average score of 3.43 out of 4, and the media's effectiveness was demonstrated by an N-Gain score of 0.68, categorised as moderate, indicating improvement in mathematical communication skills. Additionally, self-efficacy increased more significantly among students in the experimental class than in the control class. These findings suggest that Ruang GIRA is a feasible and effective innovative learning medium for teaching polyhedra. It supports students' conceptual understanding while enhancing communication skills and self-efficacy. Future research should focus on improving its features by integrating surface area and volume calculations and expanding its implementation to broader contexts and different educational levels.