Students’ active learning activities are one indicator of success in a learning process. In fact, students tend to listen to teacher explanations which hamper students learning activities. This point make students not free to develop their potential, so the most students are not interested in mathematics learning. Therefore, there needs to be an effort in this problem, namely by using the steps in the learning model. This study aims to determine the application of MASTER based on mind mapping in increasing the learning activities of students at SMA Pembangunan Laboratorium UNP. This research used non-test techniques in the form of observation sheets and field notes. Based on the results of the study, it was concluded that the learning activities of implementation of the MASTER based on mind mapping experienced an increase in the A4 indicator and experienced fluctuations in indicators A1, A2, A3, A5, and A6. Even so, the overall average of this research succeeded in reaching 87.5% in the very good category. It means that the implementation of a mind mapping-based learning model shows an active learning activity.

This study aims to design and to see the effectiveness of virtual geometry (VirGO) mobile application in learning mathematics based on Augmented Reality (AR). To create a virtual geometry application, the writer uses the three stages prototype method, making an AR software application using Unity3D, the process of modelling with Blender, and using Vuforia to develop augmented reality and marker. The experiment involves one hundred and twenty students in three junior high schools in Padang. The results of the study show that VirGO based on augmented reality has three advantages namely (1) the availability to display the detail objects and learning material realistically, (2) its interactivity supported by cutting-edge and powerful videos, images and animations features, and (3) increasing students’ interest in learning mathematics and reducing boredom. The results of this study have proved that learning mathematics will be interesting and more memorable if the teacher has the will and creativity in making various learning media.

Mathematics is a subject that requires the students to gain reasoning abilities. Reasoning ability can be found when students learn geometry material. However, several studies concluded that geometry material is one of the difficult material for students. Difficulty of geometry is caused by the majority of mathematics teachers still use conventional media and teaching instruments in learning, especially in term of constructing the space. This is implemented on the AR-Geometry Interactive Book. This book is designed by using the principle of interactive 3D (three-dimensional) appearance by utilizing Augmented Reality (AR) based technology. This research uses a combination of qualitative and quantitative methods. The first qualitative data was taken by depth interviews to 4 informants selected with certain conditions using purposive sampling technique. The first phase of data collection aims to explore the information related to student interest in using the AR-Geometry Interactive Book. Furthermore, the second stage data was taken using a questionnaire to 21students in class VIII of SMPN 4 Ujung Batu. The second stage of data collection aims to support the results of the first phase of the research, all data in the second stage were then analyzed descriptively using quantitative analysis tools. Overall, the results of the second analysis indicate that the AR Geometry Book is appropriate to use in learning. To see students’ mathematical reasoning abilities, tests were conducted by testing 3 essay questions. The results of the study prove that the use of AR-Geometry Interactive can improve students’ mathematical reasoning abilities.