Improving Student Mathematics Communication Ability through Problem Based Learning Assisted by Augmented Reality Based on Culture

Abstract

This study aims to determine whether students' increasing mathematical communication skills, who received the Problem-Based Learning assisted by GeoGebra 3D Augmented Reality based on Culture, was higher than the increase of mathematical communication skills students who did not receive the problem-based learning model assisted by culture-based Augmented Reality. The students' mathematical communication skills included connecting natural objects, pictures, and diagrams into mathematical ideas, expressing mathematical ideas orally, writing and describing them to symbols or visuals, using language, notation, and mathematical structures to present and communicate ideas to conclude. This research is a quasi-experimental research with a population of all students of SMP Muhammadiyah 04 Medan, Indonesia. Two classes were selected randomly from the available courses. The experimental class was treated with a culture-based Augmented Reality-assisted problem-based learning model. In contrast, the control class did not give any treatment. Data analysis was performed by t-test. The results showed that the increasing mathematical communication skills students taught through a culture-based Augmented Reality-assisted problem-based learning model was higher than the rising mathematical communication skills of students who did not receive a culture-based Augmented Reality-assisted problem-based learning model.