Psychology of Learning in Geometry Course with Augmented Reality Technology

Abstract

Mathematics, as a main course in schools throughout the world, is essential to be improved. There are some challenges in the field of mathematics education that avoid students to learn more mathematics. Two of them are lack of motivation and anxiety. However, the rapid development of technology nowadays can be used by educators to overcome, or at least to reduce, those obstacles. One of thetechnology that can be used is Augmented Reality (AR). Moreover, AR blends fantasy and reality and is developed to see the impact on pupil’s anxiety. This research aims to determine the effectiveness of AR on pupils' anxiety in mathematics course. This research implements a quantitative approach with the type of research quasi-experiment and with the design of the pretest-posttest control group design. The research sample involves 374 fourth grade pupils in junior high school at Bogor residence. The conclusions of this research are pupils who apply augmented reality show higher learning motivation than pupils who do not use augmented reality. In addition, pupils who used augmented reality in teaching materials in geometry class have lower mathematics anxiety than pupils who did not use augmented reality.