From Lampung Culture to Geometric Understanding: A Digital Ethnogeometry Framework with Augmented Reality
DOI:
https://doi.org/10.58524/oler.v6i3.1306Keywords:
Augmented Reality, Design-Based Research, Digital ethnogeometry, Ethnomathematic, Geometry learningAbstract
Geometry still becomes difficult for students when spatial relationships are taught mainly through procedures and fixed images that have little connection with the daily environment. This study develops and validates the Digital Ethnogeometry Model (EGL-Model) at the expert level. The model combines Lampung ethnomathematics, Van Hiele theory of geometric thinking, CTML, and AR. Design-Based Research approach is applied, but the work only covers the early design cycle. Activities include desk-based preliminary inquiry, development of a conceptual framework, creation of an offline Unity 3D AR proof of concept, evaluation by experts from different fields, together with design revision. Menara Siger, Lamban Dalom, and Lampung Tapis connect with junior-secondary geometry topics. These cultural objects are placed within five learning stages: cultural artifact exploration, geometric identification, formal concept connection, cultural value reflection, together with mathematical problem solving. Five experts assessed the model in terms of pedagogical coherence, cultural authenticity, and technological functionality. The corrected overall mean reached 4.21/5.00, which passes the predetermined criterion for a highly valid design. Cultural authenticity had the highest mean at 4.27, followed by technological functionality at 4.19 and pedagogical coherence at 4.18. Expert comments mainly ask for a clearer connection between learning stages, stronger cultural explanation, and a clearer interface. Findings indicate that experts consider EGL-Model content and design valid as a proof of concept. However, the results do not confirm teacher or student usability, classroom practicality, or learning effectiveness. These aspects need to be examined within a later field-based DBR cycle
References
Abdullah, A. A., Richardo, R., Rochmadi, T., Wijaya, A., & Nurkhamid, N. (2022). The use of ethnomathematics learning media based on augmented reality for madrasah students. AL-ISHLAH: Jurnal Pendidikan, 14(1), 877–886. https://doi.org/10.35445/alishlah.v14i1.1140
Akindele, B. O. (2025). Application of design-based research in innovative education: Western African education perspectives. In R. A. Razak, N. F. Alias, & A. Y. Idris (Eds.), Global perspectives and implementations of design-based research (pp. 101–134). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3373-2086-1.ch004
Alkharusi, H. A., Sulaimani, H. A., & Neisler, O. (2019). Predicting critical thinking ability of Sultan Qaboos University students. International Journal of Instruction, 12(2), 491–504. https://doi.org/10.29333/iji.2019.12231a
Asrifan, A., Sadaruddin, S., Sahabuddin, R., Rahman, F. A., Herlina, H., & Saodi, S. (2025). The evolution of design-based research: Future perspectives and trends. In R. A. Razak, N. F. Alias, & A. Y. Idris (Eds.), Global perspectives and implementations of design-based research (pp. 355–386). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3373-2086-1.ch011
Atmaja, I. M. D., Puspadewi, K. R., & Payadnya, I. P. A. A. (2025). Ethnomathematics as a pillar of ethnopedagogy in STEM: A case study of mathematics education students’ critical understanding. Jurnal Pendidikan Progresif, 15(4), 2403–2420. https://doi.org/10.23960/jpp.v15i4.pp2403-2420
Barab, S. (2022). Design-based research: A methodological toolkit for engineering change. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 177–195). Cambridge University Press. https://doi.org/10.1017/9781108888295.012
Cetintav, G., & Yilmaz, R. (2023). The effect of augmented reality technology on middle school students' mathematics academic achievement, self-regulated learning skills, and motivation. Journal of Educational Computing Research, 61(7), 1483–1504. https://doi.org/10.1177/07356331231176022
Cochrane, T., Galvin, K., Glasser, S., Osborne, M., Buskes, G., & Rajagopal, V. (2024). Exploring design-based research as a framework for addressing pedagogical problems faced by higher education: A panel discussion. ASCILITE Publications, 171–173. https://doi.org/10.14742/apubs.2024.1335
Efendi, D., Marian, F., Lestari, F., Zain, R. M., & Ramadhani, S. (2025). Eksplorasi potensi etnomatematika Lampung sebagai dasar pengembangan modul pembelajaran geometri berbasis augmented reality. Jurnal Pendidikan Matematika Malikussaleh, 5(4), 456–470. https://doi.org/10.29103/jpmm.v5i4.22987
Firdausi, A. R. (2025). Utilization of mobile-based learning media to improve education accessibility in remote areas. Journal of Pedagogi, 2(3), 95–104. https://doi.org/10.62872/h4kwy819
Flores-Bascuñana, M., Diago, P. D., Villena-Taranilla, R., & Yáñez, D. F. (2020). On augmented reality for the learning of 3D-geometric contents: A preliminary exploratory study with 6-grade primary students. Education Sciences, 10(1), Article 4. https://doi.org/10.3390/educsci10010004
Flynn, P., McHugh, M., McCauley, V., & Hall, T. (2022). Design-based research. In T. Delahunty & M. Ní Ríordáin (Eds.), Perspectives in contemporary STEM education research: Research methodology and design (pp. 92–100). Routledge. https://doi.org/10.4324/9781003108122-11
Gilligan-Lee, K. A., Hawes, Z. C. K., & Mix, K. S. (2022). Spatial thinking as the missing piece in mathematics curricula. npj Science of Learning, 7, Article 10. https://doi.org/10.1038/s41539-022-00128-9
Gustina, D. M., Mariana, N., & Wiryanto. (2025). Augmented reality-based ethnomathematics learning media to enhance spatial ability in 3D geometry for fifth grade elementary students. Journal of Innovation and Research in Primary Education, 4(2), 273–280. https://doi.org/10.56916/jirpe.v4i2.1229
Hafid, H., & Barnoto, B. (2022). Manajemen pembelajaran kelas digital berbasis Google Workspace for education. Kharisma: Jurnal Administrasi dan Manajemen Pendidikan, 1(1), 48–58. https://doi.org/10.59373/kharisma.v1i1.5
Hakim, M. N., & Abidin, A. A. (2024). Platform merdeka mengajar: Integrasi teknologi dalam pendidikan vokasi dan pengembangan guru. Kharisma: Jurnal Administrasi dan Manajemen Pendidikan, 3(1), 68–82. https://doi.org/10.59373/kharisma.v3i1.47
Juliani, R. P., & Erita, S. (2023). Analisis validitas dan reliabilitas instrumen penilaian kemampuan berpikir kritis dalam konteks sekolah menengah. JEID: Journal of Educational Integration and Development, 3(3), 169–179. https://doi.org/10.55868/jeid.v3i3.313
Kim, H.-J. (2020). Concreteness fading strategy: A promising and sustainable instructional model in mathematics classrooms. Sustainability, 12(6), Article 2211. https://doi.org/10.3390/su12062211
Lestari, F., Noprisa, N., Cahyani, J. D., & Wibowo, D. S. (2026). Digital augmented reality flipbook based on local wisdom: An instructional innovation to enhance students’ mathematical literacy. Jurnal Pendidikan Matematika dan Sains, 14(1), 36–45. https://doi.org/10.21831/jpms.v14i1.88197
Loviana, S., Merliza, P., Damayanti, A., Mahfud, M. K., & Islamuddin, A. M. (2020). Etnomatematika pada kain tapis dan rumah adat Lampung. Tapis: Jurnal Penelitian Ilmiah, 4(1), 94–110. https://doi.org/10.32332/tapis.v4i1.1956
Mackiewicz, J. (2018). A mixed-method approach. In Writing center talk over time: A mixed-method study (pp. 37–60). Routledge. https://doi.org/10.4324/9780429469237-3
Marian, F., & Saputra, D. R. (2023). Etnomatematika pada Menara Siger Lampung sebagai bahan pembelajaran matematika. JIPMat, 8(2), 191–200. https://doi.org/10.26877/jipmat.v8i2.16017
Mayer, R. E. (2009). Multimedia learning. Cambridge University Press. https://doi.org/10.1017/CBO9780511811678
McKenney, S., & Reeves, T. C. (2019). Conducting educational design research (2nd ed.). Routledge. https://doi.org/10.4324/9781315105642
Mkwizu, K. H., & Bordoloi, R. (2024). Augmented reality for inclusive growth in education: The challenges. Asian Association of Open Universities Journal, 19(1), 88–100. https://doi.org/10.1108/AAOUJ-09-2023-0113
Muhammad, H., Musa, N. A., Ahmad, A., Adamu, N., & Adamu, N. (2026). The role of augmented reality (AR) in enhancing conceptual understanding of geometry in mathematics education: Systematic review. International Journal of Education, Management, and Technology, 4(1), 29–47. https://doi.org/10.58578/ijemt.v4i1.8073
Muhassanah, N., Nuha, M. ’A. M., & Aspriyani, R. (2025). Teachers’ experiences with students’ learning obstacles in geometric thinking: Insights from the van Hiele framework. International Journal of Research in Mathematics Education, 3(2), 203–216. https://doi.org/10.24090/ijrme.v3i2.15429
Mumu, J., Tanujaya, B., Charitas, R., & Prahmana, I. (2022). Likert scale in social sciences research: Problems and difficulties. FWU Journal of Social Sciences, 16(4), 89–101. https://doi.org/10.51709/19951272/Winter2022/7
Mygdanis, Y. (2025). Design-based research in music education: Theoretical foundations, methodological perspectives, and practice implications. Futurity Education, 5(2), 90–114. https://doi.org/10.57125/FED.2025.06.25.05
Noprisa, N., Lestari, F., Hardianti, D., Desmayanasari, S. A. A. D., Efendi, D., Rizko, D., & Kurnia, E. (2024). Traditional house of Lampung Kedatun Keagungan: Ethnomathematics exploration. Inomatika, 6(1). https://doi.org/10.35438/inomatika.v6i1.417
Parandreni, M. J. (2024). Development of an augmented reality-based geometry module to enhance students’ understanding of three-dimensional concepts. Aksioma Education Journal, 1(2), 44–54. https://doi.org/10.62872/chh9qw39
Richardo, R., Wijaya, A., Rochmadi, T., Abdullah, A. A., Nurkhamid, Astuti, A. W., & Hidayah, K. N. (2023). Ethnomathematics augmented reality: Android-based learning multimedia to improve creative thinking skills on geometry. International Journal of Information and Education Technology, 13(4), 731–737. https://doi.org/10.18178/ijiet.2023.13.4.1860
Rosa, M., & Shirley, L. (2016). In guise of conclusion. In Current and future perspectives of ethnomathematics as a program (pp. 39–40). https://doi.org/10.1007/978-3-319-30120-4_4
Rossano, V., Lanzilotti, R., Cazzolla, A., & Roselli, T. (2020). Augmented reality to support geometry learning. IEEE Access, 8, 107772–107780. https://doi.org/10.1109/ACCESS.2020.3000990
Sapta, A., Risnawati, E., Panjaitan, D. J., Marisa, & Nisa, U. K. (2025). Development of augmented reality media for local wisdom learning. Journal of Informatics and Vocational Education, 9(4). https://doi.org/10.62527/joiv.9.4.4359
Silva, N. O., & Da Silva, D. D. R. (2011). Bases epistemológicas das relações entre cultura e educação matemática. Amazônia: Revista de Educação em Ciências e Matemáticas, 7(13), 1–22. https://doi.org/10.18542/amazrecm.v7i0.1691
Susiana, Caswita, & Noer, S. H. (2020). Ethnomathematics: Mathematical concepts in Tapis Lampung. Journal of Physics: Conference Series, 1581(1), Article 012056. https://doi.org/10.1088/1742-6596/1581/1/012056
Ulfah, M., Syamsi, A., Dewi, E. W., Luhanarky, A., & Hadiana, D. (2026). Does transformative digital learning management enhance the sustainability of inclusive Islamic education? Evidence from diaspora children in Australia. Kharisma: Jurnal Administrasi dan Manajemen Pendidikan, 5(1), 32–47. https://doi.org/10.59373/kharisma.v5i1.151
Umri, B. K., Rahman, A. Z., & Aini, A. N. (2025). Pengembangan media pembelajaran etnomatematika Candi Prambanan berbasis augmented reality untuk materi geometri. Jurnal Teknologi Informasi dan Ilmu Komputer, 12(2), 301–310. https://doi.org/10.25126/jtiik.2025129330
Vásquez Hidalgo, G. D. R., Simbaña Tupiza, L. P., Paredes Ochoa, I. M., Morales Castellanos, M. B., & Villares Gavilánez, S. S. (2025). Impacto de la realidad aumentada en la comprensión aritmético-espacial de conceptos geométricos en estudiantes de 10 a 12 años. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 6(3). https://doi.org/10.56712/latam.v6i3.3983
Yuliardi, R., & Rosjanuardi, R. (2021). Hypothetical learning trajectory in student’s spatial abilities to learn geometric transformation. JRAMathEdu, 6(3), 174–190. https://doi.org/10.23917/jramathedu.v6i3.13338
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Fungky Marian, Fitria Lestari, Ribut Julianto, Reza Muhammad Zain

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Online Learning in Educational Research is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Online Learning in Educational Research agree to the following terms:
Copyright Retention: Authors retain the copyright of their work without any restrictions.
Publishing Rights: Authors retain the right to publish and distribute their work without any restrictions.
License Agreement: By publishing with Online Learning in Educational Research, authors agree that their work will be licensed under the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA). This license allows others to share and adapt the work, provided that appropriate credit is given, any changes are indicated, and the new creations are licensed under the same terms.