Augmented Reality-Based Ethnomathematics Learning Media to Enhance Spatial Ability in 3D Geometry for Fifth Grade Elementary Students

Devi Maya Gustina; Neni Mariana; Wiryanto Wiryanto

doi:10.56916/jirpe.v4i2.1229

Authors

Devi Maya Gustina State University of Surabaya
Neni Mariana State University of Surabaya
Wiryanto Wiryanto State University of Surabaya

DOI:

https://doi.org/10.56916/jirpe.v4i2.1229

Keywords:

Augmented Reality, Ethnomathematics, Spatial Ability, 3D Geometry, Elementary Education

Abstract

This study explores the potential of Augmented Reality (AR)-based learning media integrated with ethnomathematics to enhance students’ spatial ability in the context of teaching 3D geometry to fifth-grade elementary students. Spatial ability, which includes spatial perception, mental rotation, spatial visualization, spatial relations, and spatial orientation, is a critical cognitive skill for understanding geometric concepts. A Systematic Literature Review (SLR) method was employed to identify, evaluate, and synthesize findings from 15 studies related to the use of AR and ethnomathematics in mathematics education. The review reveals that AR offers significant advantages in presenting three-dimensional geometric objects interactively, visually, and concretely, which improves students' comprehension of abstract spatial relationships and enhances mental manipulation of objects. Additionally, the integration of ethnomathematics provides contextual learning experiences by linking mathematical content to students’ cultural backgrounds, thereby increasing engagement and motivation. These findings support the Van Hiele theory, emphasizing the importance of gradual stages in geometric understanding. The combination of AR and ethnomathematics not only deepens spatial reasoning but also promotes meaningful and culturally relevant learning experiences. Future studies should further explore the impact of AR-based ethnomathematical media through empirical classroom-based research and assess its long-term effects on students’ mathematical thinking and spatial abilities. The 21 students selected for the classroom trials were chosen through purposive sampling, ensuring the sample’s relevance to the study context.

References

Anam, K., Wiradharma, G., Prasetyo, M. A., & Suryani, N. (2024). Design Of Virtual Reality-Based Elementary School Social Arithmetic Learning Game With Ethnomathematics Approach. Proceeding of the International Conference on Innovation in Open and Distance Learning, 5, 712–730.

Andriliani, L., Amaliyah, A., Putry Prikustini, V., & Daffah, V. (2022). Analisis Pembelajaran Matematika Pada Materi Geometri. SIBATIK JOURNAL: Jurnal Ilmiah Bidang Sosial, Ekonomi, Budaya, Teknologi, dan Pendidikan, 1(7), 1169–1178. https://doi.org/10.54443/sibatik.v1i7.138

Chairunnisa, C., Surya, E., & Sinaga, B. (2021). The Difficulty Analysis of Students Spatial Ability Based on Level Van Hiele in Problem Based Learning. **, 4, 158–164. https://doi.org/10.33258/BIRLE.V4I1.1569

Clark, R. C., & Mayer, R. E. (2023). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. john Wiley & sons.

D’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the learning of Mathematics, 5(1), 44–48.

Dahal, N., Pant, B. P., Shrestha, I. M., & Manandhar, N. K. (2022). Use of GeoGebra in teaching and learning geometric transformation in school mathematics. Int. J. Interact. Mob. Technol., 16(8), 65–78. https://doi.org/10.3991/ijim.v16i08.29575

del Cerro Velázquez, F., & Morales Méndez, G. (2021). Application in augmented reality for learning mathematical functions: A study for the development of spatial intelligence in secondary education students. Mathematics, 9(4), 369.

Dinarti, S. (2024). Pengaruh Alat Peraga Berbasis Augmented Reality Terhadap Hasil Belajar Matematika Siswa Sekolah Dasar. JEDMA Jurnal Edukasi Matematika, 5(1), 9–18.

Fachril, A., Ababil, Y., & Wahyudi, S. N. (2024). Eksplorasi Etnomatika dalam Tatanan Bangun Ruang dan Bangun Datar Pada Kawasan Alun-Alun Kota Surabaya. 6(1), 12–26.

Hamzah, M. A. I., Alhusna, E., Ni’mah, M., Rahaju, E. B., & Wahyu, S. (2024). Penggunaan media pembelajaran berbasis augmented reality dalam meningkatkan hasil belajar matematika materi segitiga. Pendas: Jurnal Ilmiah Pendidikan Dasar, 9(2), 3943–3953.

Harris, O. (2022). The Impact of Math Anxiety on Health-Related Quality of Life and Functional Impairment. http://hdl.handle.net/10464/17121

Nadzeri, M. B., Musa, M., & Ismail, I. M. (2024). The Effects of Augmented Reality Geometry Learning Applications on Spatial Visualization Ability for Lower Primary School Pupils. International Journal of Interactive Mobile Technologies, 18(16).

Rosa, M., & Orey, D. C. (2011). Ethnomathematics: the cultural aspects of mathematics. Revista Latinoamericana de Etnomatemática Perspectivas Socioculturales de La Educación Matemática, 4(2), 32–54.

Setiawati, F., & Zainil, M. (2024). Pengembangan Media Pembelajaran Berbasis Augmented Reality pada Materi Bangun Ruang dengan Model Problem Based Learning (PBL) di Kelas IV Sekolah Dasar. Student Scientific Creativity Journal, 2(5), 159–171.

Simbolon, S., & Sapri, S. (2022). Analisis Kesulitan Belajar Siswa Kelas IV Materi Bangun Datar di Sekolah Dasar. EDUKATIF : JURNAL ILMU PENDIDIKAN, 4(2), 2510–2515. https://doi.org/10.31004/edukatif.v4i2.2081

Solihin, A., Habibie, R. K., & Rahmawati, I. (2024). Computational Thinking with the Guided-Discovery-Learning Model Using Ethnomathematics-Based LKPD. EDM in Elementary School. DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar, 7(1), 80–93. https://doi.org/10.21831/didaktika.v7i1.75845

Solihin, A., & Rahmawati, I. (2024). Kartu Eksplorasi Etnomatematika-QR Pada Materi Bangun Datar Kelas IV Sekolah Dasar. Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian, 10(1), 64–79. https://doi.org/10.26740/jrpd.v10n1.p64-79

Sultan, M. F. (2023). The Development of Cultural-Based Mathematics Media Using Augmented Reality 3d With Ethnomathematics Concept to Support Independent Learning. Proceedings of the International Conference on Future of Education, 6(1), 41–52.

Supli, A. A., & Yan, X. (2024). Exploring the effectiveness of augmented reality in enhancing spatial reasoning skills: A study on mental rotation, spatial orientation, and spatial visualization in primary school students. Education and information technologies, 29(1), 351–374.

Tarng, W., Huang, J.-K., & Ou, K.-L. (2024). Improving Elementary Students’ Geometric Understanding Through Augmented Reality and Its Performance Evaluation. Systems, 12(11), 493.

Telussa, J., Walakula, J., Damo, A., Muskitta, A., & Abrahams, A. (2022). Analisis Penggunaan Media Pembelajaran Berbasis IT Bagi Pendidikan Anak Usia Dini. Jurnal Pendidikan DIDAXEI, 4(1), 469–486. https://e-journal.iaknambon.ac.id/index.php/DX/article/view/749

Triwahyuningtyas, D., Mahmuda, N. E., & Ardila, A. (2022). E-module of cube and cuboid based on ethnomathematics for five-grade elementary school students. JTAM (Jurnal Teori dan Aplikasi Matematika), 6(3), 544–556.

Utami, N. F., & Irawati, R. K. (2024). Effectiveness of Ethnomathematics-Based Learning Media on Students’ Understanding of Geometry Material Concepts in Grade IV. Journal of Educational Research and Practice, 2(3), 21–34.

Zuhri, Z., Dewi, S. V., Kusuma, J. W., Rafiqoh, S., Mahuda, I., & Hamidah, H. (2023). Implementation of ethnomathematics strategy in indonesian traditional games as mathematics learning media. Journal of Innovation in Educational and Cultural Research, 4(2), 294–302.

Zulmaulida, R., Saputra, E., Munir, M., & Zanthy, L. (2021). Problematika pembelajaran matematika. Yayasan Penerbit Muhammad Zaini. https://books.google.com/books?hl=id&lr=&id=HkhFEAAAQBAJ&oi=fnd&pg=PA63&dq=pembelajaran+matematika+geometri+seringkali+disajikan+dalam+berbagai+variasi+pembelajaran+yang+menarik+dan+relevan+dengan+kehidupan+sehari-hari+siswa+&ots=vV52WClLix&sig=3Vf82TIRAL