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All Journal Jurnal Elemen Journal of Mathematics Instruction, Social Research and Opinion ITEJ (Information Technology Engineering Journals) Eduma : Mathematics Education Learning and Teaching
Arif Abdul Haqq
UIN Siber Syekh Nurjati Cirebon
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Developing Pedagogically Aligned AR Media for Teaching Polyhedra in Junior Secondary Education Arif Abdul Haqq; Hendri Handoko; Reo Al Farizi
ITEJ (Information Technology Engineering Journals) Vol. 10 No. 1 (2025): June
Publisher : Pusat Teknologi Informasi dan Pangkalan Data IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/itej.v10i1.260

Abstract

This study presents the design and evaluation of marker-based augmented reality instructional media using Unity and Vuforia to support polyhedra learning in junior high school geometry. The development followed the 4D model and was grounded in a five-phase learning trajectory consisting of exploration, manipulation, analysis, application, and reflection. The AR media features interactive 3D polyhedron models, net unfolding animation, and formula overlays, each activated through printed markers. The design was informed by students’ learning needs, particularly difficulties in visualizing shapes, distinguishing surface area from volume, and applying geometric formulas correctly. Expert validation using Aiken’s V confirmed strong instructional alignment. Student perception data, classroom observations, and teacher interviews indicated that the media enhanced spatial reasoning, improved engagement, and encouraged verbal mathematical discourse. The findings support the integration of AR into structured pedagogical sequences and demonstrate its potential to improve geometry instruction in diverse classroom settings.
Implementation of H5P-assisted Teaching Materials on Mathematical Understanding Based on Learning Style Arif Abdul Haqq; Hendri Handoko; Anita Syafianti
EduMa: Mathematics education learning and teaching Vol. 13 No. 2 (2024)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i2.16608

Abstract

This study aimed to examine the impact of H5P-assisted teaching materials on students' mathematical understanding, with a focus on the role of learning styles. Utilizing a quasi-experimental design with a pretest-posttest control group model, the research was conducted among students from two homogeneous classes within the Mathematics Education Program at UIN Siber Syekh Nurjati Cirebon. The participants consisted of 99 students selected through purposive sampling based on their initial mathematical abilities to ensure comparability between groups. These participants were then divided into an experimental group, which utilized H5P interactive teaching materials, and a control group, which received conventional instruction. The findings indicated that students with a visual learning style exhibited significantly greater enhancements in mathematical understanding compared to those with auditory and kinesthetic learning styles after exposure to H5P-assisted materials. ANOVA and multiple comparison (LSD) tests revealed significant differences between the visual group and both the auditory and kinesthetic groups, with no significant differences between the latter two groups. These results highlight the importance of tailoring teaching materials to students' learning styles to enhance mathematics learning outcomes
The effects of e-problem-based learning on students’ geometry problem-solving performance across Polya’s stages Arif Abdul Haqq; Sirojudin Wahid; Nurma Izzati; Onwardono Rit Riyanto; Sulistiawati Sulistiawati; Dionisio Aquino Alves
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.33540

Abstract

This study addresses persistent difficulties in students’ geometry problem-solving, particularly in coordinating representations and applying structured reasoning. Prior research has shown the potential of problem-based learning (PBL) and digital tools; however, limited evidence exists regarding how technology-enhanced PBL supports students’ engagement across Polya’s problem-solving stages. To examine this issue, a quasi-experimental pretest–posttest control group design was employed involving two intact undergraduate geometry classes. The experimental group was taught using e-Problem-Based Learning (e-PBL), while the control group received conventional instruction. Students’ performance was measured using a Polya-based problem-solving test. Data were analyzed using descriptive statistics, assumption testing, and an independent samples t-test. The results showed that the experimental group outperformed the control group (M = 70.74 vs. 65.07), with a statistically significant difference (p < .001) and a large effect size (d = 1.16). Performance gains were observed across all four stages of Polya’s framework, particularly in the planning and reflection stages. These findings suggest that e-PBL is associated with improved mathematical problem-solving performance by supporting structured reasoning and reflective thinking. The research emphasizes the necessity of integrating digital scaffolding and collaborative inquiry in geometry instruction.
Development of an Augmented Reality-Integrated Student Worksheet (LKPD) to Enhance Mathematics Learning Outcomes Sri Murni Hidayani; Arif Muchyidin; Arif Abdul Haqq
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.395

Abstract

This study aims to develop and assess the quality of an Augmented Reality-Integrated Student Worksheet (LKPD) to enhance seventh-grade students' mathematics learning outcomes in spatial geometry. The research follows the Plomp development model, consisting of four phases: preliminary investigation, design, realization, and test-evaluation-revision. The LKPD was validated by three experts, including two mathematics education specialists and one instructional design expert. Practicality tests were conducted with one mathematics teacher and 31 students from SMP Negeri 16 Cirebon. The validation results indicate that the LKPD is highly valid, with a content validity score of 87.56% and a design validity score of 87.22%. Practicality tests showed positive responses from teachers (80%) and students (72.30% in small groups and 77.64% in field trials). Based on pre-test and post-test results, effectiveness testing yielded an N-Gain score of 0.58, categorized as moderate effectiveness. These findings suggest that the Augmented Reality-Integrated LKPD is a feasible and effective learning tool for mathematics education. However, limitations include compatibility issues with Android versions above 10 and dependency on coloured markers for AR recognition. Future research should focus on improving AR functionality for broader accessibility.
Co-Authors Anita Syafianti Arif Muchyidin Dionisio Aquino Alves Hendri Handoko Hendri Handoko Nurma Izzati Onwardono Rit Riyanto Reo Al Farizi Sirojudin Wahid Sri Murni Hidayani Sulistiawati Sulistiawati