Enhancing mathematical literacy ability through guided inquiry learning with augmented reality
Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Sultan Ageng Tirtayasa, Serang, Indonesia.
Department of Physics Education, Faculty of Teacher Training and Education, Universitas Sultan Ageng Tirtayasa, Serang, Indonesia.
Keywords: Augmented reality, Direct instruction learning, Guided inquiry learning, Junior high school, Mathematical literacy.
Mathematical literacy is important for students to formulate, use and interpret mathematics in various contexts. The aim of this research is to determine the effectiveness of Guided Inquiry Learning-Augmented Reality (GILAR) on mathematical literacy ability. This research method used a quasi-experimental pretest and posttest design with a non-equivalent control group. The pretest and posttest questions are in the form of a description of the material in the geometry. The subjects of this study were 30 experimental class students and 30 control class students i.e. 15 males and 15 females. In the experimental class, GILAR is used while in the control class direct instruction learning is used. The results showed that GILAR was more able to improve students' mathematical literacy skills than direct instruction learning. The results of the N-gain show that the experimental class produced 58.88% while the control class was 45.77%. Based on these results, learning by using GILAR can improve mathematical literacy skills in junior high school students. This study recommended using augmented reality in the school mathematics curriculum to address the students’ mathematical literacy. Furthermore, it needs to conduct a similar study at the university level. Then, to respond to the COVID -19 outbreaks, it is necessary to implement augmented reality.