Investigating the Potential of Integrating Augmented Reality into the 6E Instructional 3D Geometry Model in Fostering Students’ 3D Geometric Thinking Processes

Abstract

Schools as a source of knowledge need to facilitate the 3D geometric thinking process involving a series of cognitive actions. Therefore, this research investigates the potential of integrating augmented reality (AR) into the 6E instructional 3D geometric model (6E I3DGM). This is exploratory research carried out with a teacher and 28 junior high school students in Indramayu District, Indonesia. The data were collected through observations and interviews and examined, selected, extracted, and coded based on the criteria determined. The data collected were further interpreted, concluded, and descriptively analyzed using content analysis. The result showed that learning that integrates AR into 6E I3DGM could raise 3D geometric thinking processes in the dimensions of representation, spatial structuring, and measurement. This is because, characteristically, AR can facilitate students to represent and visualize 3D shapes directly. This will increase students’ ability to measure the surface area and volume of 3D geometric shapes. Therefore, this learning deserves to be used as an alternative to 3D geometry learning in the post-COVID 19 pandemics.