Ethnomathematics-based augmented reality flip cards to enhance mathematical problem-solving skills in junior high school students
DOI:
https://doi.org/10.58524/jasme.v6i2.1207Keywords:
Augmented Reality, Design Thinking, Mathematical Problem Solving, EthnomathematicsAbstract
Background: The development of educational technology provides new opportunities to enhance the quality of mathematics learning, particularly in improving students’ problem-solving skills.
Aims: This study aims to evaluate the effectiveness of ethnomathematics-based augmented reality flip cards integrated with Quizizz in improving junior high school students’ mathematical problem-solving skills.
Methods: A design thinking approach was employed across five stages — empathize, define, ideate, prototype, and test — involving 178 students and five mathematics teachers from three junior high schools in Batang Regency. Data were collected through observation, questionnaires, and interviews, and analyzed using descriptive quantitative and qualitative thematic methods.
Result: The results indicate that ethnomathematics-based AR Flip Card integrated with Quizizz produced the highest effect size, with an ES value of 1.07.
Conclusion: This finding demonstrates that the integration of technology combined with ethnomathematics has strong potential to enhance mathematical problem-solving skills. Furthermore, the application of design thinking in mathematics learning development offers an effective and adaptive strategy for addressing continuously evolving educational challenges and fostering essential 21st century skills.
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