Multidimensional Analysis in the Development of Augmented Reality-Based Digital Ethnomathematics Module: A Case Study at Keraton Kasepuhan Cirebon - Dian Anggraeni Maharbid; Tatang Herman; Mubiar Agustin; Cepi Riyana; Ejen Jenal Mutaqin (Department of Mathematics Education Program IPI Garut, 2025)
Penelitian ini bertujuan menganalisis pengembangan modul digital etnomatematika berbasis augmented reality (AR) melalui sebuah pendekatan analisis multidimensional yang komprehensif. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE. Data dikumpulkan melalui kuesioner terhadap 23 responden yang terdiri dari 13 guru dan 10 siswa, observasi langsung, dan wawancara mendalam. Kebaruan penelitian ini terletak pada pengembangan kerangka analisis multidimensional yang mengintegrasikan teori Technology Acceptance Model (TAM), teori perkembangan kognitif Piaget, dan perspektif etnomatematika D'Ambrosio untuk validasi kebutuhan pengembangan media pembelajaran inovatif. Hasil penelitian menunjukkan bahwa dari 13 bangunan di Keraton Kasepuhan, teridentifikasi 84 bangun ruang dan berbagai bangun datar yang dapat diintegrasikan dalam pembelajaran geometri. Sebanyak 100% guru menyatakan media berbasis AR dapat meningkatkan keterlibatan siswa, sementara 90% siswa menunjukkan antusiasme tinggi terhadap pembelajaran berbasis budaya lokal. Implikasi teoretis penelitian ini berkontribusi pada pengembangan kerangka konseptual integrasi teknologi-budaya dalam pendidikan matematika, sedangkan implikasi praktis menyediakan landasan empiris sebagai cetak biru (blueprint) untuk pengembangan media pembelajaran yang kontekstual dan bermakna. This study aims to analyze the development of an augmented reality (AR)-based digital ethnomathematics module through a comprehensive multidimensional analysis approach. The research employs Research and Development (R&D) methodology with the ADDIE model. Data were collected through questionnaires administered to 23 respondents (13 teachers and 10 students), direct observations, and in-depth interviews. The novelty of this research lies in the development of a multidimensional analysis framework that integrates the Technology Acceptance Model (TAM), Piaget's cognitive development theory, and D'Ambrosio's ethnomathematics perspective to validate the need for innovative learning media development. The findings reveal that among 13 buildings in Keraton Kasepuhan, 84 solid figures and various plane figures were identified for integration into geometry learning. All teachers (100%) agreed that AR-based media could enhance student engagement, while 90% of students demonstrated high enthusiasm for culturally-based learning. The theoretical implications contribute to the conceptual framework development for technology-culture integration in mathematics education, while practical implications provide an empirical foundation that serves as a blueprint for developing contextual and meaningful learning media.