Exploring the Potential of Augmented Reality and Ethnomathematics: A Preliminary Analysis of Solid Geometry Learning in Fifth Grade
Hidayu Sulisti (a*), Vidya Setyaningrum (b)

Abstract

This study aims to analyze the need for developing Augmented Reality (AR)-based learning media and ethnomathematics on fifth grade solid geometry material. 21st century learners are required to master critical, creative, collaborative, and communicative thinking skills, so learning needs to be directed towards the use of interactive technology and contextual approaches. The research method used was Research and Development (R&D) with the 4-D model of Thiagarajan et al. (1974), which consists of Define, Design, Develop, and Disseminate stages. This research focuses on the Define stage which includes initial analysis, learner analysis, task analysis, concept analysis, and goal formulation analysis. Data were collected through interviews with fifth grade teachers and analyzed using the Miles & Huberman (1992) technique. The results showed that most students had difficulty in understanding the concept of surface area and volume of spatial shapes, characterized by 55% of students who were not pass the minimum completion criteria. The main contributing factors were the limitation of concrete media, the lack of utilization of interactive technology, and the lack of integration of local cultural context in learning. Meanwhile, the local culture of Pontianak City has great potential, such as traditional architecture, carving motifs, and regional games, which can be integrated through an ethnomathematics approach. Therefore, there is a need to develop AR-based learning media and ethnomathematics that are interactive, contextual, and interesting, to improve students^ understanding and motivation to learn. The findings of this Define stage become an important foundation for the media development process in the next stage.

Keywords: Augmented Reality- Etnomathematics- Solid Geometry- 4-D- Define

Topic: Mathematics and Mathematics Education