The Impact of GeoGebra and Augmented Reality (AR)-Assisted Geometry Teaching on Geometry Competence, 3D Thinking Competence, Retention, and Geometry Attitudes
Keywords:
GeoGebra; 3D Geometry Thinking Skills; Augmented Reality (AR); Geometry Teaching; Geometry Competence; Retention; Geometry AttitudeAbstract
This study aims to investigate the impact of GeoGebra and Augmented Reality (AR)-assisted geometry teaching on geometry competence, 3D thinking competence, retention, and attitudes toward geometry. A quasi-experimental method was used involving 220 university students who were divided into two groups with an equal number of 110 students each. The experimental group received the GeoGebra and AR-assisted geometry teaching intervention, while the control group received conventional textbooks. The instruments used in this study were a geometry competency test, a 3D thinking ability scale, a geometry attitude scale, and AR technology. The data analysis used regression tests, correlation tests, t-tests, and ANCOVA tests. The results of the study indicate that teaching geometry using the GeoGebra application and AR technology significantly improved geometric competence, geometric attitudes, memory, and 3D geometric thinking skills in each dimension. Improved geometric competence is evident in the understanding of geometric problem-solving concepts using formulas and calculations, such as area, sides, volume, and angles. Improved memory is evident in the ability to remember geometric problem-solving formulas, and the concepts and components of each geometric object. Improved geometric attitudes are evident in the increased student attention, curiosity, and participation in every learning moment. Improved 3D geometric thinking skills are evident in all dimensions. Therefore, the use of GeoGebra and AR in geometry teaching can improve problem-solving skills regarding formulas, memory, geometric attitudes, and 3D geometric thinking skills. This research implies that the use of AR technology in geometry learning can optimize students' spatial abilities, thereby contributing significantly to their 3D geometric thinking competencies.
https://doi.org/10.26803/ijlter.25.4.48
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