Augmented Reality in Case Method Learning to Improve Geometry Skills
DOI:
https://doi.org/10.31980/mosharafa.v14i2.3064Keywords:
Augmented Reality, Case method, Ethnomathematika, Keterampilan geometri, Ethnomathematics, Geometric skillsAbstract
Abstrak
Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran Pembelajaran Case Method berbasis Augmented Reality dan etnomatematika dalam meningkatkan keterampilan mahasiswa geometri. Penelitian ini dikembangkan dengan menggunakan model pengembangan 4-D. Subjek penelitian ini adalah 39 mahasiswa Program Studi Pendidikan Matematika. Metode pengumpulan data menggunakan metode angket dan metode tes dengan instrumen lembar validasi, tes kemampuan geometri, dan angket respon siswa. Hasil analisis Validitas menunjukkan skor rata-rata lembar validasi produk sebesar 3,65. Analisis Praktikalitas menunjukkan skor rata-rata angket respon siswa sebesar 3,49 atau 87% dalam kategori sangat praktis. Hasil Paired Sample T-Test menunjukkan angka yang signifikan antara nilai pretes dan postes dengan nilai signifikansi (2-tailed) ???? = 0,000 < 0,05, sehingga terdapat perbedaan yang signifikan antara nilai prates dan pascates. Perbedaan tersebut terlihat dari nilai rata-rata prates sebesar 31,51 yang meningkat menjadi 45,00 pada pascates. Dapat disimpulkan bahwa produk pengembangan memenuhi kriteria valid, praktis, dan efektif dalam meningkatkan kemampuan berpikir geometri siswa.
Abstract
This research aims to develop a Case Method learning tool based on Augmented Reality and Ethnomathematics to improve students' geometry skills. This study was developed by using a 4-D development model. The subjects of this study were 39 students of the Mathematics Education Study Program. The data collection method used a questionnaire method and a test method with validation sheet instruments, geometry ability tests, and student response questionnaires. Validity analysis showed an average score of the product validation sheet of 3.65. Practicality analysis showed the average score of the student response questionnaire is 3.49 or 87% in very practical category. The results of the Paired Sample T-Test showed a significant number between the pre-test and post- test values with a significance value (2-tailed) ???? = 0.000 < 0.05, so that there is a significant difference between the pre-test and post-test values. The difference could be seen from the average pre-test value of 31.51 which increased to 45.00 in the post-test. It could be conclude that the development product satisfied the criteria of valid, practical, and effective in improving students' geometry skills.
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