Designing Augmented Reality-Integrated Digital Teaching Materials Using TopWorksheets for Enhancing Mathematical Thinking Skills in Prism Learning

Choirunisa Choirunisa; Ely Susanti; Cecil Hiltrimartin

doi:10.33394/j-ps.v14i4.22422

Authors

Choirunisa Choirunisa Universitas Sriwijaya
Ely Susanti Universitas Sriwijaya
Cecil Hiltrimartin Universitas Sriwijaya

DOI:

https://doi.org/10.33394/j-ps.v14i4.22422

Keywords:

Augmented reality, Digital teaching materials, TopWorksheets, Mathematical thinking skills, Prism

Abstract

This study aims to develop Augmented Reality (AR)-based digital instructional materials using TopWorksheets that are valid, practical, and effective in improving students’ mathematical thinking skills regarding prisms. The novelty of this research lies in the instructional design that explicitly integrates stages of mathematical thinking into the structure of interactive worksheets based on TopWorksheets combined with AR visualization a combination that has not been extensively studied in existing AR geometry applications or digital worksheets. This Research and Development (R&D) study followed the ADDIE model. The product was validated by three experts (content, construct, ICT, and language), its practicality was assessed through a student response questionnaire, and it was pilot-tested using a single-group pretest-posttest design over three sessions involving 19 ninth-grade students at SMP Negeri 6 Palembang. Data were collected through expert validation sheets, practicality questionnaires, pretest-posttest scores, observations, and interviews. The results showed a validity score of 84.31% (highly valid) and a practicality score of 86.72% (highly practical). The average N-Gain of 0.47 (moderate category) indicated a moderate pretest-posttest improvement in mathematical thinking skills. A qualitative analysis of selected cases representing variations in students’ abilities showed a shift from misconceptions toward more accurate conceptual understanding, particularly in the “conjecturing” and “convincing” indicators, although difficulties in distinguishing between the height of a base and the height of a prism persisted in some groups. Non-cognitive factors, such as engagement and interest, also influenced individual learning outcomes. The instructional materials developed are suitable for use in mathematics education, with the main limitations being a single-group design and a small sample size meaning the results cannot yet be generalized and the need for refinement before wider implementation.

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