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All Journal DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Infinity
Aya Shofia Maulida
Universitas Pendidikan Indonesia
Humanities Education Mathematics Social Sciences Other

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The effect of experiential learning and directed instructions assisted by augmented reality on students' self-regulated learning Aya Shofia Maulida; Wahyudin Wahyudin; Turmudi Turmudi; Elah Nurlaelah
Jurnal Infinity Vol 13 No 2 (2024): VOLUME 13, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i2.p553-568

Abstract

In the last decade, augmented reality has been one type of virtual reality technology. AR can be applied to mobile learning, improving efficiency and effectiveness in education, even for learning mathematics. The study aims to analyze and describe comprehensively the effect of experiential learning and direct instruction assisted by augmented reality on the acquisition and improvement of students' mathematical reasoning abilities. This research uses quantitative methods with a quasi-experimental, one-group pretest-posttest design and a pretest-posttest control group design. The sample in this study consisted of 50 students in the eighth grade at one of the secondary schools in Bandung, Indonesia. The instrument in this study is a set of mathematical reasoning ability tests. The results of this study concluded that 1) Based on the standard of the deviation, the descriptive spread of scores for achieving mathematical reasoning abilities of students learning with experiential learning assisted by augmented reality (more widespread); 2) Cohen's d value on the output paired samples effect sizes was 14.003 with a point estimate of (large) so the value of the effects sizes obtained shows that the implementation of experiential learning assisted augmented reality has a major effect on the acquisition of mathematical reasoning abilities; 3) The mean achievement of mathematical reasoning abilities of students studying with experiential learning assisted by augmented reality was 60.38 relatively lower than the mean achieving mathematics reasoning abilities of students who studied with directed instructions assisted by augmented reality, 70.33; 4) The effect size value shown by the value is -3.50, and this value is less than 0.2, so based on Cohen's d criterion, then the effect of experiential learning assisted by augmented reality on the acquisition of mathematical reasoning abilities students are in the small category. The findings combine experiential learning and directed instructions assisted by augmented reality, influencing students' reasoning ability mathematically.
Differences in the influence of self-regulated learning levels on enhancing students’ mathematical reasoning abilities Aya Shofia Maulida; Wahyudin Wahyudin; Turmudi Turmudi; Elah Nurlaelah
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 8, No 2 (2024): September 2024
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v8i2.89291

Abstract

Self-regulated learning allows students to organize, monitor, and evaluate their learning process, which has a positive impact on mathematical reasoning abilities. This research aims to analyze and describe the differences in the influence of the level of self-regulated learning on students' mathematical reasoning abilities. The research method used is quantitative, which allows the collection and analysis of numerical data to identify patterns and relationships. The method's goal is to measure variables, test hypotheses, and make generalizations from a sample to a broader population. The sample for this research was eighth-grade students in Bandung. The research instrument is in the form of 30 questionnaire statements about students' self-regulated learning. The research hypothesis, there are differences in the influence of self-regulated learning levels on enhancing students’ mathematical reasoning abilities. The research results show that there are differences in the influence of the level of self-regulated learning on students' mathematical reasoning abilities. In addition, variations were found in the influence of the level of self-regulated learning on enhancing students' mathematical reasoning abilities. This research concludes that the level of self-regulated learning plays an important role in enhancing students' mathematical reasoning abilities.
Co-Authors Elah Nurlaelah Turmudi