Analysis of Students' Mathematical Problem-Solving Process in Geometry Learning Assisted by Augmented Reality

Abstract

This study was motivated by students’ difficulties in solving problems related to geometry, particularly in understanding mathematical concepts and visualizing geometric objects. Augmented Reality through the Assembler Edu app helps students visualize these concepts interactively. This study aims to analyze students’ process to solve math problems in geometry with the help of Augmented Reality. The research design used was a descriptive qualitative method focusing on 3 representative eighth-grade students (selected from high, medium, and low performance categories for in depth analysis) from Class VIII at a junior high school in Jakarta, Indonesia. Data were collected through mathematical problem-solving tests assisted by the Assembler Edu application and semi-structured interviews based on Polya’s problem-solving stages. The results showed that 7 students (24.14%) were categorized as having high, 6 students (20.69%) as medium, and 16 students (55.17%) as low. Students in the high category were able to complete all stages of Polya’s problem-solving framework. Students in the medium category successfully understood the problems, devised appropriate solution plans, and carried out the required calculations but experienced difficulties in evaluating their solutions and formulating conclusions. In contrast, students in the low category experienced difficulties in devising appropriate solution strategies, applying mathematical concepts, and evaluating their answers. The findings also revealed that students perceived Assembler Edu as helpful in visualizing geometric objects while solving geometry problems, although many students still experienced difficulties in completing all the stages of Polya’s problem-solving process.