Geometry is one of the fundamental branches of mathematics that plays a crucial role in developing logical thinking, visualization, and spatial reasoning. However, numerous studies have shown that many junior high school students still struggle to understand abstract geometric concepts. While they are often able to memorize formulas, they frequently lack a deep understanding of relationships among geometric figures, visual representations, and their real-world applications.
According to the research team from Universitas Serang Raya, this challenge is partly caused by teaching methods that continue to rely heavily on lectures and procedural problem-solving. As a result, students have limited opportunities to experience concrete learning activities that foster the development of geometrical thinking.
Integrating Augmented Reality with Experiential Learning
To address these challenges, the researchers combined GeoGebra Augmented Reality with David Kolb's Experiential Learning approach.
Through AR technology, geometric objects are projected as interactive three-dimensional models using digital devices, allowing students to observe, rotate, enlarge, and explore geometric shapes from multiple perspectives. Meanwhile, the Experiential Learning approach encourages students to learn through direct experience, observation, reflection, and independent concept construction.
The integration of these two approaches is expected to bridge students' understanding from concrete visual experiences to abstract geometric concepts.
Study Involved 150 Junior High School Students
The study employed a quasi-experimental method using a non-equivalent control group design.
A total of 150 seventh-grade students from public junior high schools in Indonesia participated in the research and were divided into two groups.
75 students received mathematics instruction using GeoGebra Augmented Reality integrated with Experiential Learning.
75 students participated in conventional mathematics instruction.
The instructional intervention lasted for three weeks.
Students' geometrical thinking skills were assessed through pre-tests and post-tests based on four key indicators:
Recognition of geometric shapes.
Visual-spatial reasoning.
Application of geometric concepts.
Geometric problem-solving.
Significant Improvement in Learning Outcomes
The findings revealed that both groups improved their geometrical thinking skills. However, the improvement achieved by students who learned through GeoGebra AR was substantially greater than that of students in conventional classrooms.
Statistical analysis showed:
A highly significant difference in improvement (p < 0.001).
An effect size of 0.614, categorized as a large effect.
These results demonstrate that Augmented Reality has a meaningful positive impact on the development of students' geometrical thinking skills.
Three Skills Showed the Greatest Improvement
The researchers also examined improvements across individual indicators of geometrical thinking.
The results indicated that AR-based learning significantly enhanced three major competencies:
Visual-spatial reasoning, or the ability to understand spatial relationships and visualize three-dimensional objects.
Application of geometric concepts, referring to students' ability to apply learned concepts to solve various mathematical problems.
Contextual problem-solving, involving the application of geometry in real-life situations.
Meanwhile, students' ability to recognize basic geometric shapes did not differ significantly from those taught through conventional instruction. According to the researchers, this finding is understandable because recognizing basic shapes is relatively easy to learn using traditional teaching methods.
Three-Dimensional Visualization Enhances Understanding
One of GeoGebra AR's major strengths is its ability to present geometric objects as interactive three-dimensional models that students can observe from different angles.
Rather than relying solely on two-dimensional illustrations in textbooks, students are able to directly explore virtual geometric objects, making it easier to understand spatial relationships, object positions, and shape transformations.
This immersive learning experience encourages students to ask questions, participate in discussions, and discover mathematical concepts independently instead of simply receiving explanations from their teachers.
According to the research team, AR functions as a facilitator of meaningful learning experiences, rather than merely serving as a visualization tool. When combined with the Experiential Learning approach, students have opportunities to observe, experiment, reflect, and construct conceptual understanding more deeply.
Supporting 21st-Century Mathematics Education
The study demonstrates that digital technology can be highly effective when integrated with appropriate instructional strategies.
GeoGebra AR not only improves academic achievement but also strengthens higher-order thinking skills, one of the key competencies required in 21st-century education.
These findings provide valuable insights for mathematics teachers, schools, and education policymakers seeking to develop more interactive, contextual, and student-centered geometry instruction.
The researchers also recommend future studies involving a broader range of schools, longer intervention periods, and additional learning outcomes such as learning motivation, knowledge retention, creativity, and students' attitudes toward mathematics.
Author Profiles
Yani Supriani is a lecturer and researcher in the Mathematics Education Program at Universitas Serang Raya, Banten, specializing in mathematics education, educational technology, and the development of geometrical thinking skills.
Indri Lestari is a lecturer in the Mathematics Education Program at Universitas Serang Raya whose research focuses on innovative mathematics teaching and the development of students' thinking skills.
Giyanti is a lecturer in Mathematics Education at Universitas Serang Raya with research interests in geometry education, instructional strategies, and mathematics education assessment.
Maya Selvia Lauryn is a lecturer in the Informatics Engineering Program at Universitas Serang Raya specializing in information technology, Augmented Reality, and digital learning media development.
Research Information
Article Title: Augmented Reality-Based Experiential Learning for Geometrical Thinking
Authors: Yani Supriani, Indri Lestari, Giyanti, and Maya Selvia Lauryn
Affiliation: Universitas Serang Raya, Banten, Indonesia
Journal: Indonesian Journal of Education and Pedagogical Studies (IJEPS)
Publication Year: 2026
DOI: https://doi.org/10.59890/ijeps.v4i4.21
E-ISSN: 3030-8410
Journal Website: https://journalijeps.my.id/index.php/ijeps
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