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The field of mathematics education is rapidly advancing, particularly with the introduction of augmented reality (AR) technology as one of the tools used as an innovative learning medium. This research seeks to assess how the incorporation of AR influences students' grasp of mathematical concepts. This study is an experimental quantitative research using the experimental design method, with a population of 37 students from class IX of SMP Al Azhar Plus Bogor. The researcher obtained 30 students as samples based on purposive sampling technique, which were then divided into 2 groups: 15 students as the experimental group and 15 students as the control group. The experimental group underwent mathematics learning utilizing AR technology with 3D teaching materials that were prepared and accessible via smartphones through a barcode, covering topics such as congruent, similar, and spatial figures. Meanwhile, the control group followed conventional teaching methods using books as teaching materials with the same subject coverage. The study's results emphasize the substantial improvement in students' understanding of mathematical concepts through the effective utilization of AR. This improvement encompasses students' abilities to solve mathematical problems, retain conceptual memory, and actively participate in the learning process. Based on the statistical test results conducted, the experimental group obtained an average of 68.4153 or 68%, which falls into the category of moderately effective, while the control group obtained an average of 16.1508 or 16%, classified as ineffective. The Independent Sample Test yielded a Sig. (2-tailed) value of 0.000 < 0.05, indicating a significant difference in effectiveness between the experimental and control groups. Further data analysis indicates that the learning experience through AR not only provides a better understanding but also offers additional motivation to students, thereby increasing their interest in the subject of mathematics. Moreover, the study observes that a well-integrated instructional design within the curriculum, considering the context of AR usage, can contribute significantly to improved learning outcomes. The consequences of these discoveries strengthen the perspective that augmented reality (AR) is not just a successful educational instrument but can also offer a pleasurable learning encounter within the realm of mathematics education. The outcomes of this study play a substantial role in advancing more interactive approaches to teaching mathematics, with a specific emphasis on enhancing students' conceptual understanding. It is hoped that these findings can serve as a foundation for the implementation of AR in educational curricula as a strategic effort to enhance the quality of mathematics education and enrich students' learning experiences.
Siti et al. (Sat,) studied this question.