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DEVELOPMENT OF CULTURE-BASED AR-ASSISTED COMICS BOOK TO ENHANCE LEARNING MOTIVATION

Jurnal Ilmiah Ilmu Terapan Universitas Jambi · Vol. 9 No. 4 (2025) · pp. 1556–1568

DOI
10.22437/jiituj.v9i4.50240
ISSN
2580-2259, 2580-2240
Published
2025-11-30
Publisher
LPPM Universitas Jambi
Language
en
License
creativecommons.org/licenses/by/4.0

Abstract

The research aims to develop, validate, and evaluate Bucomath, a culture-based mathematics comic book integrated with Augmented Reality (AR), designed to provide a contextual, interactive, and culturally relevant learning experience. Using a ADDIE model, the study involved 37 ninth-grade students and collected data through expert validation sheets, teacher and student practicality questionnaires, classroom observations, pre–post motivation scales, and structural equation modeling using SmartPLS 4. The results indicate that Bucomath achieved very high validity (83.22%) in both content and design aspects, along with strong practicality ratings from teachers and students (88.22%). The effectiveness analysis revealed a substantial improvement in learning motivation, with an N-Gain score of 0.73 categorized as high, while PLS-SEM results showed that Engagement (R² = 0.64) significantly mediated the influence of Perceived Usefulness and Perceived Enjoyment on Learning Interest (R² = 0.71), with all path coefficients statistically significant (p < 0.05). These findings suggest that the combination of cultural narratives such as Jambi traditional architecture and batik geometry with AR-based 3D visualization successfully transforms abstract mathematical concepts into concrete and emotionally engaging learning experiences. In conclusion, Bucomath demonstrates that integrating local cultural identity with immersive AR technology has strong pedagogical potential to enhance students’ intrinsic motivation, cognitive engagement, and positive attitudes toward mathematics. The implications of this study highlight that culturally responsive AR media can serve as a scalable and inclusive model for future digital learning innovations, supporting not only mathematical understanding but also cultural appreciation and identity-affirming education across diverse learning environments.

Keywords

Collaboration network of the authors

27 authors · 70 co-authorship links · 2 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Jambi
  • Universitas Muhammadiyah Gorontalo
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Nizlel HudaUniversitas Jambi3
Syamsurizal SyamsurizalAffiliation unknown2
Syahrial SyahrialUniversitas Muhammadiyah Gorontalo2
Asrial AsrialUniversitas Jambi2
Dwi SusantiUniversitas Jambi1
Bella ArishaUniversitas Jambi1
Muhammad Iqbal AnshoriAffiliation unknown1
Hendra SofyanAffiliation unknown1
Netrilina NetrilinaAffiliation unknown1
Lailatul AuliahAffiliation unknown1
Gesela MarisaAffiliation unknown1
Bambang HariyadiAffiliation unknown1
rahmi rahmiAffiliation unknown1
Josephine RyanAffiliation unknown1
Robyn CoxAffiliation unknown1
Marie EmmittAffiliation unknown1
Maison MaisonAffiliation unknown1
Herliana HerlianaAffiliation unknown1
Miftahul Zannah AzzahraAffiliation unknown1
Ahmad Mansur NawahdaniAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/JIITUJ/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">DEVELOPMENT OF CULTURE-BASED AR-ASSISTED COMICS BOOK TO ENHANCE LEARNING MOTIVATION</dc:title>
	<dc:creator xml:lang="en">Mujahidawati, Mujahidawati</dc:creator>
	<dc:creator xml:lang="en">Sabil, Husni</dc:creator>
	<dc:creator xml:lang="en">Syaiful, Syaiful</dc:creator>
	<dc:creator xml:lang="en">Novferma, Novferma</dc:creator>
	<dc:creator xml:lang="en">Harizon, Harizon</dc:creator>
	<dc:creator xml:lang="en">Romundza, Febbry</dc:creator>
	<dc:creator xml:lang="en">Umam, M Afifuddin Khotibul</dc:creator>
	<dc:subject xml:lang="en">Augmented Reality (AR)</dc:subject>
	<dc:subject xml:lang="en">Culture-Based Mathematics Comics</dc:subject>
	<dc:subject xml:lang="en">Engagement</dc:subject>
	<dc:subject xml:lang="en">Learning Interest</dc:subject>
	<dc:description xml:lang="en">The research aims to develop, validate, and evaluate Bucomath, a culture-based mathematics comic book integrated with Augmented Reality (AR), designed to provide a contextual, interactive, and culturally relevant learning experience. Using a ADDIE model, the study involved 37 ninth-grade students and collected data through expert validation sheets, teacher and student practicality questionnaires, classroom observations, pre–post motivation scales, and structural equation modeling using SmartPLS 4. The results indicate that Bucomath achieved very high validity (83.22%) in both content and design aspects, along with strong practicality ratings from teachers and students (88.22%). The effectiveness analysis revealed a substantial improvement in learning motivation, with an N-Gain score of 0.73 categorized as high, while PLS-SEM results showed that Engagement (R² = 0.64) significantly mediated the influence of Perceived Usefulness and Perceived Enjoyment on Learning Interest (R² = 0.71), with all path coefficients statistically significant (p &amp;lt; 0.05). These findings suggest that the combination of cultural narratives such as Jambi traditional architecture and batik geometry with AR-based 3D visualization successfully transforms abstract mathematical concepts into concrete and emotionally engaging learning experiences. In conclusion, Bucomath demonstrates that integrating local cultural identity with immersive AR technology has strong pedagogical potential to enhance students’ intrinsic motivation, cognitive engagement, and positive attitudes toward mathematics. The implications of this study highlight that culturally responsive AR media can serve as a scalable and inclusive model for future digital learning innovations, supporting not only mathematical understanding but also cultural appreciation and identity-affirming education across diverse learning environments.</dc:description>
	<dc:publisher xml:lang="en">LPPM Universitas Jambi</dc:publisher>
	<dc:date>2025-11-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/JIITUJ/article/view/50240</dc:identifier>
	<dc:identifier>10.22437/jiituj.v9i4.50240</dc:identifier>
	<dc:source xml:lang="en">Jurnal Ilmiah Ilmu Terapan Universitas Jambi; Vol. 9 No. 4 (2025): Volume 9, Nomor 4, December 2025; 1556-1568</dc:source>
	<dc:source>2580-2259</dc:source>
	<dc:source>2580-2240</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/JIITUJ/article/view/50240/22676</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Mujahidawati Mujahidawati, Husni Sabil, Syaiful Syaiful, Novferma Novferma, Harizon Harizon, Febbry Romundza, M Afifuddin Khotibul Umam</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>