THE USE OF AR MEDIA ON MATHEMATICS LEARNING OUTCOMES OF FOURTH GRADE STUDENTS
DOI:
https://doi.org/10.24252/auladuna.v13i1a9.2026Keywords:
Augmented Reality (AR), Mathematics Learning Outcomes, Spatial GeometryAbstract
Lack of performance in mathematics, particularly in geometry, is often associated with students’ difficulty in visualizing abstract spatial concepts through conventional instruction. This study examined students’ mathematics performance before and after using Augmented Reality (AR) and investigated its effect on grade 4 students at SDN 551 Tampa, Luwu Regency. A pre-experimental one-group pretest–posttest design was employed. Data were collected through observation, pretest and posttest assessments, and document analysis, then analyzed using a paired-samples t-test. The findings revealed that students’ mathematics performance was low before the implementation of AR-based learning but improved significantly afterward, reaching a high level of achievement. Statistical analysis confirmed a significant positive effect of AR on students’ mathematics performance. These findings suggest that AR-based learning media effectively enhance students’ understanding of geometric concepts by providing interactive and immersive visualizations. Teachers are encouraged to integrate AR into mathematics instruction to foster active learning and improve conceptual understanding.
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