Augmented Reality and Learning Motivation: Effects on Elementary Students’ Mathematics Learning Outcomes in Three-Dimensional Geometry

Nurrohmatul Amaliyah; Lilis; Sigid Edy  Purwanto

doi:10.55215/pedagonal.v10i2.69

Authors

Nurrohmatul Amaliyah Universitas Muhammadiyah Prof. Dr. HAMKA
Lilis
Sigid Edy Purwanto

DOI:

https://doi.org/10.55215/pedagonal.v10i2.69

Keywords:

Augmented Reality, Learning Motivation, Mathematics Learning Outcomes, Three-Dimensional Geometry

Abstract

This study examined the effects of Augmented Reality (AR) and learning motivation on elementary students’ mathematics learning outcomes in three-dimensional geometry. A quasi-experimental method with a 2 × 2 factorial design was employed involving 41 fifth-grade students of SDN Klender 12 Pagi, East Jakarta, who were assigned to an experimental group learning with AR and a control group receiving conventional image-based instruction. Data were collected through a validated and reliable mathematics achievement test and learning motivation questionnaire and were analyzed using a two-way analysis of variance at a significance level of 0.05. The results showed that AR significantly improved students’ mathematics learning outcomes (p = 0.010), with a mean score of 84.35 compared with 75.10 in the control group. Learning motivation also had a significant effect (p < 0.001), and a significant interaction between AR and learning motivation was found (p = 0.037), with the highest mean score (89.20) obtained by highly motivated students who learned with AR. These findings indicate that AR is an effective medium for improving elementary students’ understanding and achievement in three-dimensional geometry, particularly when it is combined with strategies that sustain students’ learning motivation.

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