Augmented inquiry: developing ar-based media for spatial geometry in elementary schools

Authors

  • Rusnilawati Rusnilawati Department of Elementary School Teacher Education, Universitas Muhammadiyah Surakarta image/svg+xml
  • Ardhian Fajar Rizki Department of Elementary School Teacher Education, Universitas Muhammadiyah Surakarta image/svg+xml
  • Farizky Rahman Directorate of Research, Community Service, Publication, and Intellectual Property Centre, Universitas Muhammadiyah Surakarta image/svg+xml
  • Atika Azzahro Hazima Wonokerso 2 State Elementary School
  • Arief Cahyo Utomo North Carolina State University
  • Jamiu Temitope Sulaimon North Carolina State University, United States of America

DOI:

https://doi.org/10.30659/pendas.13.1.147-174

Keywords:

augmented reality, inquiry learning, spatial geometry, elementary students

Abstract

Mathematics learning on solid geometry topics in elementary schools still faces challenges in visualising abstract and spatial concepts. This study aimed to develop and examine the feasibility, practicality, and effectiveness of an Augmented Reality (AR) learning medium based on Inquiry Learning for fifth-grade elementary students on solid geometry material. This research employed the Research and Development (R&D) method. The research subjects consisted of two media experts, two subject-matter experts, two fifth-grade teachers, and 20 fifth-grade students at Purwosari Elementary School. Data collection instruments included expert validation questionnaires, teacher and student response questionnaires, and learning achievement tests administered through pretests and posttests. The results showed that the AR learning media was categorised as highly feasible by media experts with a percentage of 83.75% and by subject-matter experts with 88.33%. Teachers’ evaluations indicated a highly practical category with a percentage of 87.6%, while students’ responses showed a practical category with an average percentage of 75.60%. The effectiveness test revealed a significant improvement in learning outcomes, with a significance value of 0.000 (< 0.05) and an N-Gain score of 0.45, classified as moderate. The findings imply that AR-based Inquiry Learning media can serve as an innovative alternative to enhance students’ motivation, conceptual understanding, and mathematics learning outcomes in elementary schools.

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Published

2026-01-31

Issue

Vol. 13 No. 1 (2026): Jurnal Ilmiah Pendidikan Dasar

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