Geometry learning tool for elementary school using augmented reality

Purnama, James; Andrew, Daniel; Galinium, Maulahikmah

doi:10.1109/iaict.2014.6922112

Cited by 30 publications

(16 citation statements)

References 2 publications

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“…3) Analysis of augmented reality concept and theory so as to apply component and technology in learning and teaching management in (Meesuwan, 2015), (Samitritta, 2016), (Yoo & Lee, 2014), (Gutierrez et al, 2013), (Purnama et al, 2014). 2) There are seven experts with Doctorate"s degree or not less than five years of teaching experience in higher education.…”

Section: Phase 1: Model Development Study and Synthesis Of Conceptualmentioning

confidence: 99%

Learning Management STEAM Model on Massive Open Online Courses Using Augmented Reality to Enhance Creativity and Innovation

Wittayakhom¹,

Piriyasurawong²

2020

HES

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The purposes of this study were: 1) design Learning Management STEAM Model on Massive Open Online Courses Using Augmented Reality to enhance Creativity and Innovation, 2) suitability assessment of a Learning Management STEAM Model on Massive Open Online Courses Using Augmented Reality to enhance Creativity and Innovation. The research methodology was composed of two parts: the first part involved theories and research papers relating to massive open online courses, augmented reality, elements synthesis, and the design of a Learning Management STEAM Model on Massive Open Online Courses Using Augmented Reality to enhance Creativity and Innovation; the second part involved suitability assessment of this approach. Data were analyzed by using the statistic of the mathematic mean (x̄) and standard deviation (S.D.). The overall result with regard to the suitability of a Learning Management STEAM Model on Massive Open Online Courses Using Augmented Reality to enhance Creativity and Innovation by seven experts was assessed at a very high level, which can be applied to real situations.

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Section: Phase 1: Model Development Study and Synthesis Of Conceptualmentioning

confidence: 99%

Learning Management STEAM Model on Massive Open Online Courses Using Augmented Reality to Enhance Creativity and Innovation

Wittayakhom¹,

Piriyasurawong²

2020

HES

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“…A number of works of scientists and software developers are devoted to the research of integration issues of the augmented reality technology into the educational process. In particular, Tim Brzezinski [2], James Purnama [29], Serhiy O. Semerikov [22,34], Svitlana V. Shokaliuk [33], Iryna S. Mintii [21], Andrii M. Striuk [9], Yuliia V. Yechkalo [35], Maiia V. Marienko [27] focus on the general trends and special issues of the augmented reality application in education. Pavlo P. Nechypurenko [23,24] shares her experience of using AR in teaching chemistry pupils and future chemistry teachers.…”

Section: Methodsmentioning

confidence: 99%

Prospects of using the augmented reality application in STEM-based Mathematics teaching

2019

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The purpose of the study is improving the methodology of teaching Mathematics using cloud technologies and augmented reality, analyzing the peculiarities of the augmented reality technology implementing in the educational process. Attention is paid to the study of adaptation of Augmented Reality technology implementing in teaching mathematical disciplines for students. The task of the study is to identify the problems requiring theoretical and experimental solutions. The object of the study is the process of teaching Mathematics in higher and secondary education institutions. The subject of the study is augmented reality technology in STEM-based Mathematics learning. In the result of the study an overview of modern augmented reality tools and their application practices was carried out. The peculiarities of the mobile application 3D Calculator with Augmented reality of Dynamic Mathematics GeoGebra system usage in Mathematics teaching are revealed.

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“…Salah satu alasannya yaitu karena alat-alat Euclid mudah digunakan dan lebih sederhana dibanding dengan teknologi komputer yang tentunya memerlukan kemampuan khusus dan waktu yang tidak sedikit seperti GCLC/WINGCLC (Janičić, 2006(Janičić, . 2010, DGS (Straesser, 2002), Geogebra (Majerek, 2014), Augmented Reality (Purnama, Andrew, & Galinium, 2014) dan lain-lain. Namun, penggunaan alat-alat Euclid untuk menggambar terkadang tidak maksimal dikarenakan kurang efisien dan merepotkan.…”

Section: Pendahuluanunclassified

Pengembangan alat pembelajaran GeoKlik untuk pembelajaran geometri

Hendroanto

Fitriyani

2019

Pytha Jurnal Pend. Math

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Objek matematika sebagian besar bersifat abstrak dan sulit untuk dibayangkan sehingga banyak siswa yang kesulitan untuk memahaminya. Salah satu solusi untuk membantu siswa dalam hal ini yaitu dengan menggunakan alat-alat Euclid seperti penggaris, jangka, dan busur untuk menggambar objek geometri di papan tulis atau whiteboard. Namun, penggunaan alat-alat Euclid untuk menggambar terkadang tidak maksimal dikarenakan kurang efisien dan merepotkan. Akibatnya, banyak guru yang kemudian justru menggambar objek geometri tanpa menggunakan alat-alat ini sehingga gambar yang seharusnya membantu siswa memahami materi, justru malah membuat mereka semakin tidak paham. Penelitian ini bertujuan untuk menghasilkan alat yang dinamakan GeoKlik untuk mendukung kegiatan pembelajaran geometri. GeoKlik merupakan penggabungan alat-alat menggambar geometri Euclid yang didesain agar penggunaannya lebih fleksibel dan mudah sehingga guru maupun siswa dapat menggunakannya dalam proses belajar mengajar tanpa kesulitan. Pengembangan pada penelitian ini menggunakan model pengembangan 4D yang terdiri dari 4 tahap pengembangan yaitu define, design, development, dan dissemination. Penelitian pengembangan ini dilakukan di Program Studi Pendidikan Matematika FKIP UAD. Analisis data dalam penelitian ini menggunakan metode deskriptif kualitatif. Namun demikian, analisis data tetap melibatkan data kuantitatif dan perhitungan statistika sederhana. Berdasarkan hasil validasi ahli media, alat GeoKlik mendapat penilaian sangat baik dari ahli media dengan nilai rata-rata 4,79. Dari segi aspek desain, GeoKlik mendapat nilai rata-rata sebesar 4,78 dengan kategori sangat baik. Aspek keefektifan GeoKlik juga memperoleh skor sangat baik dengan nilai rata-rata 4,81. Sedangkan untuk aspek kepraktisan, GeoKlik mendapat nilai rata-rata 4,75 dengan kategori sangat baik. Respon yang diberikan guru dan siswa terhadap alat GeoKlik ini juga sangat positif dengan nilai rata-rata keseluruhan yaitu 4,79 untuk respon guru, sedangkan nilai respon rata-rata siswa yaitu sebesar 4,51.The development of the learning tool "GeoKlik" for geometry learningAbstractMathematical objects are mostly abstract and difficult to imagine so that many students have difficulty understanding them. One solution to help students, in this case, is by using Euclid tools such as rulers, rows, and arcs to draw geometric objects on the board or whiteboard. However, the use of Euclid tools for drawing is sometimes not optimal because it is less efficient and troublesome. As a result, many teachers then draw geometric objects without using these tools so that images that should help students understand the material actually make them even less understanding. This study aims to produce a tool called GeoKlik to support geometry learning activities. GeoKlik is a combination of Euclid's geometric drawing tools designed so that its use is more flexible and easy so that teachers and students can use it in the learning process without difficulty. The development of this study used a 4D development model consisting of 4 stages of development, namely: 1) Define 2) Design 3) Development, and 4) Dissemination. This development research was conducted at the Mathematics Education Study Program FKIP UAD. Data analysis in this research used the descriptive qualitative method. However, data analysis still involved quantitative data and simple statistical calculations. Based on the results of the media expert validation, the GeoKlik tool was very well rated by media experts with an average value of 4.79. In terms of design aspects, GeoKlik scored an average of 4.78 with very good categories. The aspect of GeoKlik effectiveness also scored very well with an average value of 4.81. Whereas for the practicality aspect, GeoKlik got an average value of 4.75 with a very good category. The response given by the teacher and students to the GeoKlik tool was also very positive with an overall mean value of 4.79 for the teacher's response, while the average response value of the student was 4.51.

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Geometry learning tool for elementary school using augmented reality

Cited by 30 publications

References 2 publications

Learning Management STEAM Model on Massive Open Online Courses Using Augmented Reality to Enhance Creativity and Innovation

Learning Management STEAM Model on Massive Open Online Courses Using Augmented Reality to Enhance Creativity and Innovation

Prospects of using the augmented reality application in STEM-based Mathematics teaching

Pengembangan alat pembelajaran GeoKlik untuk pembelajaran geometri

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