Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Journal of Education Technology Journal of Social Work and Science Education
Syarifah Syarifah
Universitas Islam As-Syafi’iyah, West Java, Indonesia
Religion Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media

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Augmented Reality for Geometry Learning in Primary Education: A Systematic Literature Review Irmaniyah Irmaniyah; Dewi I. S. Nasution; Eliyah Barizah; Syarifah Syarifah
Journal of Social Work and Science Education Vol. 7 No. 3 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i3.1594

Abstract

This systematic literature review examines the effectiveness of Augmented Reality (AR) technology in improving geometry learning outcomes at the primary education level in Indonesia. Following the PRISMA 2020 guidelines, a comprehensive search was conducted across Google Scholar, Sinta, and Garuda databases for articles published between 2020 and 2025. Of 100 initially identified articles, 35 met the inclusion criteria and were subjected to descriptive qualitative analysis and meta-synthesis. The findings reveal that AR-based learning media significantly improve students’ geometry learning outcomes, with N-Gain scores ranging from 0.40 to 0.87 (moderate to high categories). AR enhances learning by visualizing abstract geometric concepts as interactive 3D models, increasing student motivation (from 39.67% to 92.67%), and facilitating spatial understanding. Key challenges include infrastructure limitations, teacher readiness, technological accessibility, and curriculum integration. The review identifies the ADDIE model as the most prevalent development framework and highlights the potential of integrating ethnomathematics with AR for culturally relevant learning. This study provides theoretical and practical foundations for AR integration in geometry teaching and recommends systematic teacher training, infrastructure improvement, and adaptive learning models for future implementation. Future research should employ longitudinal designs and expand participant contexts to strengthen empirical evidence.
Fostering Student Satisfaction in Higher Education: Is it Possible to Enhance the Quality of Learning through Wordwall? Enny Kartini; Syarifah
Journal of Education Technology Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i4.102762

Abstract

The integration of digital technology in higher education presents both opportunities and challenges in ensuring learning quality that meets students’ expectations. One of the main issues is the gap between students’ perceptions of the performance of digital learning media and their perceived importance, which affects learning satisfaction. This study aims to evaluate the quality of Wordwall-based learning in enhancing students’ satisfaction using the Importance-Performance Analysis (IPA) approach. The study employed a descriptive quantitative method involving 81 students from the Economics Education Study Program who were enrolled in a microeconomics course. Data were collected through an online questionnaire consisting of 10 performance items and 10 importance items based on the five SERVQUAL dimensions, namely tangibles, reliability, responsiveness, assurance, and empathy. Data analysis was conducted using IPA and a paired sample t-test. The results indicate a significant difference between students perceived performance and expectations regarding the use of Wordwall (p < 0.05). Attributes located in Quadrant I, including Wordwall interface, content consistency, and learning flexibility, were considered highly important but did not meet students’ expectations and therefore require improvement. Meanwhile, accessibility, ease of use, and immediate feedback were located in Quadrant II and should be maintained, as they have met students’ expectations. This study concludes that Wordwall has considerable potential to support interactive learning in higher education; however, its effectiveness largely depends on implementation strategies, feature selection, and institutional support to enhance students’ learning satisfaction.
Co-Authors Dewi I. S. Nasution Eliyah Barizah Enny Kartini Irmaniyah Irmaniyah