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Indonesian Journal of Science and Mathematics Education
Published by Universitas Islam Negeri Raden Intan Lampung
ISSN : -     EISSN : 26158639     DOI : -
Core Subject : Education,
Education Mathematics
Indonesian Journal of Science and Mathematics Education is a journal which is managed by Research and Scientific Publication Unit collaborate with Physics Education Department of UIN Raden Intan Lampung. Indonesian Journal of Science and Mathematics Education is a medium of communication used by researchers, lecturers, teachers, practitioners, and University student for submitting result of studies and prioritized result of research in the field of science and mathematics education, include: development of instruments of evaluation science and mathematics, development of instructional media science and mathematics, and the development of learning model of science and mathematics. First published in 2018 and regularly published three (3) times a year, in March, July and November.
Arjuna Subject : -
Articles 331 Documents
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Design thinking-based needs analysis for developing AR- and gamification-enhanced learning media to improve vocational students’ numeracy skills Rahmawati, Lu'lu Imania; Purwosetiyono, F. X. Didik; Dwijayanti, Ida
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 1 (2026): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v9i1.31348

Abstract

Numeracy is a crucial competency for high school students, but many students struggle with contextual numeracy problems because they use interactive learning media infrequently. This study aims to analyze the learning needs of vocational high school students and design innovative solutions to improve their numeracy skills. The key innovative aspect of this study lies in integrating design thinking, Augmented Reality (AR), and gamification approaches on the Assemblr Edu and Kahoot (ALOOT) platforms. The methodological approach used is qualitative, integrating the empathizing, defining, and ideation phases of Design Thinking with meta-analysis. Participants included 101 students and 9 mathematics teachers. The initial study results indicated that students face significant challenges in understanding contextual numeracy problems due to the inherent limitations of interactive media. A meta-analysis of 10 relevant articles revealed a highly significant effect of AR and gamification on numeracy skills, with an effect size of 1,400, indicating a very large effect. The practical implications of this research include developing user-centered instructional media guidelines, increasing student engagement and active motivation through interactive learning, and strengthening the relevance of numeracy content to real-world work and the vocational contexts faced by vocational high school students.

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