Developing Pedagogically Aligned AR Media for Teaching Polyhedra in Junior Secondary Education

Arif Abdul Haqq; Hendri Handoko; Reo Al Farizi

doi:10.24235/itej.v10i1.260

Arif Abdul Haqq UIN Siber Syekh Nurjati Cirebon
Hendri Handoko UIN Siber Syekh Nurjati Cirebon
Reo Al Farizi UIN Siber Syekh Nurjati Cirebon

DOI: https://doi.org/10.24235/itej.v10i1.260

Keywords: augmented reality, geometry learning, Unity, Vuforia, spatial reasoning

Abstract

This study presents the design and evaluation of marker-based augmented reality instructional media using Unity and Vuforia to support polyhedra learning in junior high school geometry. The development followed the 4D model and was grounded in a five-phase learning trajectory consisting of exploration, manipulation, analysis, application, and reflection. The AR media features interactive 3D polyhedron models, net unfolding animation, and formula overlays, each activated through printed markers. The design was informed by students’ learning needs, particularly difficulties in visualizing shapes, distinguishing surface area from volume, and applying geometric formulas correctly. Expert validation using Aiken’s V confirmed strong instructional alignment. Student perception data, classroom observations, and teacher interviews indicated that the media enhanced spatial reasoning, improved engagement, and encouraged verbal mathematical discourse. The findings support the integration of AR into structured pedagogical sequences and demonstrate its potential to improve geometry instruction in diverse classroom settings.

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References

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