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Integrating augmented reality and local wisdom in teaching exponents: A strategy to improve students’ mathematical literacy

Infinity Journal · Vol. 15 No. 3 (2026) · hlm. 901–920

DOI
10.22460/infinity.v15i3.p901-920
ISSN
2460-9285, 2089-6867
Terbit
2026-08-05
Penerbit
IKIP Siliwangi Bandung
Lisensi
creativecommons.org/licenses/by-sa/4.0

Abstrak

Developing mathematical literacy in exponent learning requires students to connect authentic experiences, representations, and mathematical ideas. This study developed and evaluated Augmented Reality (AR)-enhanced instructional materials using local wisdom as an authentic context and AR as a pedagogical mediator. A Research and Development design following the ADDIE model was employed. The materials were validated by 11 mathematics teachers, and the literacy assessment was reviewed by two teachers. A limited implementation involved 72 eighth-grade students from two junior secondary schools in Kupang, Indonesia. Data were collected through validation sheets, questionnaires, observations, and pretest–posttest assessments. Mean validation scores were 3.55 out of 4.00 for content, 3.60 for media, and 3.25 for the assessment instrument. Student and teacher practicality scores were 81.10% and 96%, respectively. Students’ mean mathematical literacy score increased from 58.72 (SD = 12.64) to 82.57 (SD = 11.80), t(71) = 20.63, p

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  • Padjadjaran University
  • Universitas Katolik Widya Mandira
  • Indonesia University of Education
  • University of Sarjanawiyata Tamansiswa
  • Tun Hussein Onn University of Malaysia
  • Universitas Subang
  • Leiden University
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Rekan penulisOrganisasiArtikel bersama
Budi Nurani RuchjanaPadjadjaran University6
Irmina Veronika UskonoUniversitas Katolik Widya Mandira4
Estiyan DwipriyokoTun Hussein Onn University of Malaysia3
Sri Adi WidodoUniversity of Sarjanawiyata Tamansiswa3
Nelly FitrianiIKIP Siliwangi3
Nita DelimaUniversitas Subang1
Erick PaulusLeiden University1
Turmudi TurmudiIndonesia University of Education1
Al JupriIndonesia University of Education1
Elah NurlaelahIndonesia University of Education1
Patrisius Afrisno UdilIndonesia University of Education1
Wara Sabon DominikusUniversity of Nusa Cendana1
Mutik AlawiyahPadjadjaran University1
Salsabila Eka PutriPadjadjaran University1
Syifani AkmaliahPadjadjaran University1
Edi KurniadiPadjadjaran University1
Eka OktaviansyahPadjadjaran University1
Ika WulandariUniversity of Sarjanawiyata Tamansiswa1
Annis Deshinta AyuningtyasUniversity of Sarjanawiyata Tamansiswa1
Widowati PusporiniYogyakarta State University1
Tsuroyya SalsabilPadjadjaran University1
Firdaus Ryan PratomoPadjadjaran University1

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Sumber metadata: Crossref API (cadangan, berdasarkan ISSN) https://api.crossref.org/journals/2460-9285/works, pertama di-harvest 28 Okt 2026, terakhir terlihat 8 Nov 2026.
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<oai_dc:dc xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/"><dc:title>Integrating augmented reality and local wisdom in teaching exponents: A strategy to improve students’ mathematical literacy</dc:title><dc:creator>Leton, Samuel Igo</dc:creator><dc:creator>Lakapu, Meryani</dc:creator><dc:creator>Jagom, Yohanes Ovaritus</dc:creator><dc:creator>Djong, Kristoforus Djawa</dc:creator><dc:creator>Dosinaeng, Wilfridus Beda Nuba</dc:creator><dc:creator>Kusuma, Dianne Amor</dc:creator><dc:description>&lt;jats:p&gt;Developing mathematical literacy in exponent learning requires students to connect authentic experiences, representations, and mathematical ideas. This study developed and evaluated Augmented Reality (AR)-enhanced instructional materials using local wisdom as an authentic context and AR as a pedagogical mediator. A Research and Development design following the ADDIE model was employed. The materials were validated by 11 mathematics teachers, and the literacy assessment was reviewed by two teachers. A limited implementation involved 72 eighth-grade students from two junior secondary schools in Kupang, Indonesia. Data were collected through validation sheets, questionnaires, observations, and pretest–posttest assessments. Mean validation scores were 3.55 out of 4.00 for content, 3.60 for media, and 3.25 for the assessment instrument. Student and teacher practicality scores were 81.10% and 96%, respectively. Students’ mean mathematical literacy score increased from 58.72 (SD = 12.64) to 82.57 (SD = 11.80), t(71) = 20.63, p &amp;lt; 0.001, with a very large within-group effect size (Cohen’s dz = 2.43) and a moderate N-gain of 0.60. These findings indicate that integrating local wisdom and AR offers a valid, practical, and promising pedagogical mechanism for supporting mathematical literacy in exponent learning.&lt;/jats:p&gt;</dc:description><dc:publisher>IKIP Siliwangi Bandung</dc:publisher><dc:date>2026-08-05</dc:date><dc:type>info:eu-repo/semantics/article</dc:type><dc:format>application/pdf</dc:format><dc:identifier>https://doi.org/10.22460/infinity.v15i3.p901-920</dc:identifier><dc:identifier>10.22460/infinity.v15i3.p901-920</dc:identifier><dc:source>Infinity Journal; Vol 15 No 3 (2026); 901-920</dc:source><dc:source>2460-9285</dc:source><dc:source>2089-6867</dc:source><dc:relation>https://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/download/7252/2557</dc:relation><dc:rights>https://creativecommons.org/licenses/by-sa/4.0</dc:rights></oai_dc:dc>