Development of Mathematics Learning Media Introducing Solid Shapes Using Augmented Reality with Marked Based Tracking Method

Siti Hadjar  A. Rahman; Saiful Do.  Abdullah; Amal  Khairan; Adelia  Ibrahim

doi:10.11594/nstp.2025.4813

Authors

Siti Hadjar A. Rahman Informatics Department, Faculty of Engineering, Khairun University, Indonesia
Saiful Do. Abdullah Informatics Department, Faculty of Engineering, Khairun University, Indonesia
Amal Khairan Informatics Department, Faculty of Engineering, Khairun University, Indonesia
Adelia Ibrahim Informatics Department, Faculty of Engineering, Khairun University, Indonesia

DOI:

https://doi.org/10.11594/nstp.2025.4813

Keywords:

Augmented Reality, Mathematics Learning Media, Solid Geometry

Abstract

Mathematics is one of the subjects that is difficult to teach to students, especially in the topic of Solid Geometry which is included in the core learning materials for 5th grade elementary school. Among the causes of students experiencing difficulties in the learning process is the lack of interest in learning, as evidenced by the observation results of the initial knowledge of students at SD Islamiyah 3 Ternate City, which only reached 26.7% out of 30 students who scored above the minimum passing grade of ? 65. Additionally, the lack of facilities provided by the school also contributes to this challenge. Thus, an engaging learning media is needed. With the advancement of technology, learning can be aided by the use of applications that capture the attention of students. This Mathematics Learning Media for Recognizing Solid Geometry Using Augmented Reality implements the Marked Tracking method as its tracking method and is named AR Solid Geometry. Furthermore, for the research method, the ADDIE method is utilized, and the application testing employs the black box testing method. The testing results show that all functionalities are appropriate. Subsequently, the application's implementation in the classroom is tested with before and after tests to determine the effectiveness of the application used. The results are indicated by the t-test results: at the first school, SD Negeri 30 Ternate City, there was a mean score increase of 51.00, indicating a significant difference, while at the second school, SD IT Nurul Hasan, the mean score for the experimental group was 37.65, higher than the control group's score of 12.94. This demonstrates that the AR Solid Geometry application can support the learning process in the classroom. The evaluation of the application or user response testing using questionnaires shows positive results, with a score reaching 3.52 or 87.96%.

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