Investigating the Potential of Integrating Augmented Reality into the 6E Instructional 3D Geometry Model in Fostering Students’ 3D Geometric Thinking Processes

Abstract

Schools as a source of knowledge need to facilitate the 3D geometric thinking process involving a series of cognitive action. Therefore, this research investigates the potential of integrating augmented reality (AR) into the 6E instructional 3D geometric model (6E I3DGM). This is an exploratory research carried out with a teacher and 28 junior high school students in Indramayu District, Indonesia. The data were collected through observations and interviews and examined, selected, extracted, and coded based on the criteria determined. The data collected were further interpreted and concluded, and descriptively analyzed using content analysis. The result showed that learning that integrates AR into 6E I3DGM has the ability to raise 3D geometric thinking processes in the dimensions of representation, spatial structuring, and measurement. This is because the use of AR can characteristically help students represent, construct nets, visualize the structure of 3D shapes, and assist in measuring the surface area and volume of 3D geometry. Moreover, it also facilitates students in constructing knowledge through a series of 3D geometric thinking activities. Therefore, the use of learning that integrates AR into 6E I3DGM has the potential to be an alternative for learning 3D geometry both during and after the COVID-19 pandemic.