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All Journal Jurnal Inovasi Teknologi Pendidikan EDUPEDIA
Aulia Al Tsani Izzati
Universitas Negeri Malang
Education

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Integrating augmented reality in mathematics: A mixed-methods systematic review of spatial and geometric learning Aulia Al Tsani Izzati; Cholis Sa'dijah; Slamet Arifin; Radeni Sukma Indra Dewi; Ratna Ekawati
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 2 (2026): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i2.85197

Abstract

This mixed-methods systematic review examined the effectiveness of Augmented Reality (AR) in enhancing spatial skills and geometric understanding among primary school students, while identifying key factors for successful implementation in mathematics education. A comprehensive search of Scopus up to 21 March 2021 identified 817 records, of which 26 peer-reviewed articles met the inclusion criteria following PRISMA guidelines. Quantitative data from experimental and quasi-experimental studies were synthesised using meta-analytic methods, while qualitative findings were coded and thematically analysed. Results showed that AR interventions produced moderate to very large positive effects on spatial visualisation, mental rotation, and spatial reasoning, with an average effect size of 0.65 SD in geometry test scores compared with traditional methods. However, limited infrastructure, inadequate teacher preparedness, curriculum misalignment, and unequal student access hinder AR adoption, particularly in resource-constrained contexts. The synthesis highlights structured teacher professional development, curriculum integration, affordable AR tools, and supportive institutional policies as essential strategies for addressing these challenges. Overall, AR can substantially improve primary students’ spatial and geometric learning outcomes when implemented with appropriate pedagogical and systemic support. Future studies should prioritise longitudinal research, comparative evaluations, and policy design to sustain and scale AR’s benefits across diverse educational contexts and settings.
SCENIC: INSTRUMEN EVALUASI KONTEKSTUAL BERBASIS SKENARIO UNTUK MEMPERKUAT KOMPETENSI MAHASISWA CALON GURU DALAM PROYEK STUDI KASUS Intan Sari Rufiana; Anita Dewi Utami; Muhibuddin Fadhli; Mohammad Yusuf Randy; Fina Zulfa Mustafidah; Fierda Nursitasari Amaliya; Aulia Al Tsani Izzati
EDUPEDIA Vol 10 No 1 (2026): April
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ed.v10i1.3640

Abstract

The evaluation of prospective teachers’ competencies during the pre-PPL phase still relies heavily on conventional instruments that fail to authentically assess their ability to solve classroom problems. In line with recent policies requiring case study projects in the PPG program, this article reports on the development of SCENIC (Scenario-based Contextual Evaluation for Nurturing Instructional Competence), a set of contextual scenario-based evaluation instruments integrated with case study projects. The research employed an R&D approach (Borg & Gall) through needs analysis, the design of seven scenarios, expert validation, and phased pilot testing with PPG students. The results indicate competency gaps in student needs analysis, inclusive learning design, and contextual communication; expert validation rated the content as relevant and highly applicable; and pilot testing showed that SCENIC helps calibrate performance assessments and strengthens students’ readiness to tackle case study assignments and UKIN/PPL. SCENIC is recommended as an authentic evaluation framework to bridge theory and practice in elementary teacher education.
Co-Authors Anita Dewi Utami Cholis Sa’dijah Fierda Nursitasari Amaliya Fina Zulfa Mustafidah Intan Sari Rufiana Mohammad Yusuf Randy Muhibuddin Fadhli Radeni Sukma Indra Dewi Ratna Ekawati Slamet Arifin