The effect of experiential learning and directed instructions assisted by augmented reality on students' self-regulated learning
##plugins.themes.bootstrap3.article.main##
Abstract
In the last decade, augmented reality has been one type of virtual reality technology. AR can be applied to mobile learning, improving efficiency and effectiveness in education, even for learning mathematics. The study aims to analyze and describe comprehensively the effect of experiential learning and direct instruction assisted by augmented reality on the acquisition and improvement of students' mathematical reasoning abilities. This research uses quantitative methods with a quasi-experimental, one-group pretest-posttest design and a pretest-posttest control group design. The sample in this study consisted of 50 students in the eighth grade at one of the secondary schools in Bandung, Indonesia. The instrument in this study is a set of mathematical reasoning ability tests. The results of this study concluded that 1) Based on the standard of the deviation, the descriptive spread of scores for achieving mathematical reasoning abilities of students learning with experiential learning assisted by augmented reality (more widespread); 2) Cohen's d value on the output paired samples effect sizes was 14.003 with a point estimate of (large) so the value of the effects sizes obtained shows that the implementation of experiential learning assisted augmented reality has a major effect on the acquisition of mathematical reasoning abilities; 3) The mean achievement of mathematical reasoning abilities of students studying with experiential learning assisted by augmented reality was 60.38 relatively lower than the mean achieving mathematics reasoning abilities of students who studied with directed instructions assisted by augmented reality, 70.33; 4) The effect size value shown by the value is -3.50, and this value is less than 0.2, so based on Cohen's d criterion, then the effect of experiential learning assisted by augmented reality on the acquisition of mathematical reasoning abilities students are in the small category. The findings combine experiential learning and directed instructions assisted by augmented reality, influencing students' reasoning ability mathematically.
##plugins.themes.bootstrap3.article.details##

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The author is responsible for acquiring the permission(s) to reproduce any copyrighted figures, tables, data, or text that are being used in the submitted paper. Authors should note that text quotations of more than 250 words from a published or copyrighted work will require grant of permission from the original publisher to reprint. The written permission letter(s) must be submitted together with the manuscript.References
Abdullah, M. A., Sugiman, S., & Rahman, H. N. (2022). Mathematical reasoning ability: Analysis of student's strategies to problem-solving. AIP Conference Proceedings, 2575(1), 080011. https://doi.org/10.1063/5.0108991
Ahmad, N., & Junaini, S. (2020). Augmented reality for learning mathematics: A systematic literature review. International Journal of Emerging Technologies in Learning (iJET), 15(16), 106-122.
Auliya, R. N., & Munasiah, M. (2019). Mathematics learning instrument using augmented reality for learning 3D geometry. Journal of Physics: Conference Series, 1318(1), 012069. https://doi.org/10.1088/1742-6596/1318/1/012069
Bujak, K. R., Radu, I., Catrambone, R., MacIntyre, B., Zheng, R., & Golubski, G. (2013). A psychological perspective on augmented reality in the mathematics classroom. Computers & Education, 68, 536-544. https://doi.org/10.1016/j.compedu.2013.02.017
Cahyono, A. N., Sukestiyarno, Y. L., Asikin, M., Ahsan, M. G. K., & Ludwig, M. (2020). Learning mathematical modelling with augmented reality mobile math trails program: How can it work? Journal on Mathematics Education, 11(2), 181-192. https://doi.org/10.22342/jme.11.2.10729.181-192
Cascales-Martínez, A., Martínez Segura, M. J., Pérez López, D., & Contero, M. (2017). Using an augmented reality enhanced tabletop system to promote learning of mathematics: A case study with students with special educational needs. Eurasia Journal of Mathematics, Science and Technology Education, 13(2), 355-380. https://doi.org/10.12973/eurasia.2017.00621a
Chang, R.-C., Chung, L.-Y., & Huang, Y.-M. (2016). Developing an interactive augmented reality system as a complement to plant education and comparing its effectiveness with video learning. Interactive Learning Environments, 24(6), 1245-1264. https://doi.org/10.1080/10494820.2014.982131
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Douek, N. (1999). Argumentation and conceptualization in context: A case study on sunshadows in primary school. Educational Studies in Mathematics, 39(1), 89-110. https://doi.org/10.1023/A:1003800814251
Ellis, P. D. (2010). The essential guide to effect sizes: Statistical power, meta-analysis, and the interpretation of research results. Cambridge University Press. https://doi.org/10.1017/CBO9780511761676
Fry, H., Ketteridge, S., & Marshall, S. (2008). A handbook for teaching and learning in higher education: Enhancing academic practice (3rd ed.). Routledge.
Gall, M. D., Borg, W. R., & Gall, J. P. (2003). Educational research: An introduction (7th ed.). Pearson.
Guntur, M. I. S., Setyaningrum, W., Retnawati, H., Marsigit, M., Saragih, N. A., & bin Noordin, M. K. (2019). Developing augmented reality in mathematics learning: The challenges and strategies. Jurnal Riset Pendidikan Matematika, 6(2), 211-221. https://doi.org/10.21831/jrpm.v6i2.28454
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74. https://doi.org/10.1119/1.18809
Hasanah, S. I., Tafrilyanto, C. F., & Aini, Y. (2019). Mathematical reasoning: The characteristics of students’ mathematical abilities in problem solving. Journal of Physics: Conference Series, 1188(1), 012057. https://doi.org/10.1088/1742-6596/1188/1/012057
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. routledge. https://doi.org/10.4324/9780203887332
Hattie, J. (2023). Visible learning: The sequel: A synthesis of over 2,100 meta-analyses relating to achievement. Routledge. https://doi.org/10.4324/9781003380542
Kurubacak, G., & Altinpulluk, H. (Eds.). (2017). Mobile technologies and augmented reality in open education. IGI Global. https://doi.org/10.4018/978-1-5225-2110-5.
Lestari, S. A. P. (2019). Mathematical reasoning ability in relations and function using the problem solving approach. Journal of Physics: Conference Series, 1188(1), 012065. https://doi.org/10.1088/1742-6596/1188/1/012065
Liu, T.-Y., & Chu, Y.-L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630-643. https://doi.org/10.1016/j.compedu.2010.02.023
Ma, L., Liu, Y., Zhang, X., Ye, Y., Yin, G., & Johnson, B. A. (2019). Deep learning in remote sensing applications: A meta-analysis and review. ISPRS Journal of Photogrammetry and Remote Sensing, 152, 166-177. https://doi.org/10.1016/j.isprsjprs.2019.04.015
Marsick, V. J., & Watkins, K. E. (2001). Informal and incidental learning. New directions for adult and continuing education, 2001(89), 25-34.
Nindiasari, H., Pranata, M. F., Sukirwan, S., Sugiman, S., Fathurrohman, M., Ruhimat, A., & Yuhana, Y. (2024). The use of augmented reality to improve students' geometry concept problem-solving skills through the STEAM approach. Infinity Journal, 13(1), 119-138. https://doi.org/10.22460/infinity.v13i1.p119-138
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407. https://doi.org/10.1007/s10648-004-0006-x
Rosita, N. T., & Sukestiyarno, Y. L. (2021). Student's mathematical reasoning ability in junior high school in Indonesia. Turkish Online Journal of Qualitative Inquiry, 12(9).
Schoenfeld, A. H., & Sloane, A. H. (2016). Mathematical thinking and problem solving. Routledge. https://doi.org/10.4324/9781315044613
Steen, L. A. (1999). Twenty questions about mathematical reasoning. In L. V. Stiff & F. R. Curcio (Eds.), Developing Mathematical Reasoning in Grades K-12 (pp. 270-285). National Council of Teachers of Mathematics.
Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33(2), 455-488. https://doi.org/10.3102/00028312033002455
Stockard, J., Wood, T. W., Coughlin, C., & Rasplica Khoury, C. (2018). The effectiveness of direct instruction curricula: A meta-analysis of a half century of research. Review of Educational Research, 88(4), 479-507. https://doi.org/10.3102/0034654317751919
Tall, D. (2014). Making sense of mathematical reasoning and proof. In M. N. Fried & T. Dreyfus (Eds.), Mathematics & mathematics education: Searching for common ground (pp. 223-235). Springer Netherlands. https://doi.org/10.1007/978-94-007-7473-5_13
Uyen, B. P., Tong, D. H., & Lien, N. B. (2022). The effectiveness of experiential learning in teaching arithmetic and geometry in sixth grade. Frontiers in Education, 7, 858631. https://doi.org/10.3389/feduc.2022.858631
Watkins, K. E., & Marsick, V. J. (1992). Towards a theory of informal and incidental learning in organizations. International Journal of Lifelong Education, 11(4), 287-300. https://doi.org/10.1080/0260137920110403