Efektivitas Flipped Classroom Berbantuan Augmented Reality dalam Meningkatkan Pemahaman Matematis Siswa SMP

Abstract

This study addresses the persistent issue of low mathematical understanding among secondary school students, particularly in the context of spatial geometry, which is often hindered by the abstract nature of the material and the limitations of conventional teaching methods. The research aims to examine the effectiveness of a Flipped Classroom model supported by Augmented Reality in enhancing students’ mathematical comprehension. Employing a quantitative experimental approach with a one-shot case study design, the study involved eighth-grade students at SMP Negeri 19 Tasikmalaya, who participated in a series of learning activities utilizing digital resources and interactive visualizations through Augmented Reality applications. Data on students’ mathematical understanding were collected via post-instruction written tests and analyzed descriptively and statistically. The findings reveal that the integration of Flipped Classroom and Augmented Reality substantially improved students’ mathematical understanding, with an average post-test score of 82.8 and ninety percent of participants meeting or exceeding the minimum mastery criteria. Further analysis showed that 67% of students demonstrated high mathematical understanding, while 23% and 10% fell into moderate and low categories, respectively. The results confirm that this integrated instructional model is both effective and practical for addressing the challenges of abstract mathematical concepts, promoting independent learning, and fostering higher-order thinking skills. The study recommends broader implementation and further research with larger samples and diverse contexts to optimize the impact of technology-assisted mathematics education.