The Effectiveness of Augmented Reality in Learning Vector to Improve Students’ Spatial and Problem-Solving Skills

Muhamad Ikhsan Sahal Guntur, Wahyu Setyaningrum


The researchers implemented the quasi-experimental method of research. This research was conducted at SMAN 1 Ngemplak, Indonesia. The research was conducted from March to April 2020. In this study, the samples consisted of 70 students divided into two classes, namely Class A and Class B. The students in Class A received treatment by using the Augmented Reality Module (ARM). Meanwhile, Class B students were taught conventionally using a conventional module from the government and GeoGebra application. The instruments used in this study were written tests, the first test was in the form of multiple choices and consisted of 25 questions to measure students’ spatial skills, and the second test was in the form of essays, consisted of five questions in order to measure students’ problem-solving skills. The reliability of the tests had been tested before collecting the data. The data were analyzed using descriptive statistics and inferential statistics (normality test, homogeneity test, paired t-test, and independent t-test). Based on the analyses' results, it can be concluded that Augment-ed Reality Module has a significant effect on students' problem-solving and spatial skills since there is an improvement in students' mean scores in the pre-test and post-test results. Besides, it can be concluded that Augmented Reality learning is more effective than conventional learning since the students are usually taught using conventional modules from the government and GeoGebra application.


Augmented Reality, Spatial Skill, Problem-Solving Skill.

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International Journal of Interactive Mobile Technologies (iJIM) – eISSN: 1865-7923
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