Analysis of Problem-Solving and Mathematical Communication

Ability Levels and Students' Readiness to Use Augmented Reality

(AR) Technology in Class VII Yunior High Schools and MTS

Herdi Setiawan

, Ahmad Fauzan

, Elita Zusti Jamaan

, I Made Arnawa

and Hendra Syarifuddin

Doctoral Program of Educational Sciences, Universitas Negeri Padang, West Sumatra, Indonesia

Universitas Negeri Padang, West Sumatra, Indonesia

arnawa1963@gmail.com, hendrasy@yahoo.com

Keywords: Preliminary Research, Problem Solving, Matematical Comunication Ability, Augmanted Reality (AR).

Abstract: This research was conducted to analyze the level of problem-solving and mathematical communication

abilities of class VII students, carried out in May-June 2023 in 3 schools, namely MTS Al Khikmah Kerinci,

SMPN 2 Sungaipuh, and SMPN 1 Kerinci. The research subjects consisted of 1 class from each school with

46 students. The method used in this study is a qualitative approach. This study focuses on the level of

students' abilities related to students' problem-solving and mathematical communication abilities in

understanding the concept of flat shapes in class VII Junior High School with descriptive analysis. The

instrument used in this study was a test instrument that described the ability to solve problems and

mathematical communication in flat shapes with as many as 3 items. The results showed that the problem-

solving abilities of MTS Al Khikmah students were still low, namely 26.91%, while their communication

skills were 18.05%, also in the low category. At the same time, the ability to communicate is 19.41% in the

low category. Likewise, with SMPN 1 Kerinci, students' problem-solving skills are in a good category, namely

55.55%, while their communication abilities are 22.68% in the low category. Based on these results, a new

learning model or method is needed to improve the students' problem-solving and mathematical

communication skills.

1 INTRODUCTION

Mathematics is a form of culture (Madusise, 2015;

Bishop, 1994). and local wisdom (Yustinaningrum,

Nurliana, and Rahmadhani, 2018). Culture-related

problems will surround the process of learning

mathematics, even all forms of mathematics (Sroyer,

Nainggolan, and Hutabarat, 2018). It means that

culture and mathematics education can be connected

and have a close relationship (D’ambrosio, 1995;

Normina, 2017; Safitri, 2022), is also closely related

to the cultivation of character in learning mathematics

through ethnomathematics (Engen, 2021).

Mathematical knowledge and teaching cannot be

separated from historical background, games,

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artifacts, music, customs, technology, and daily

activities, and develop mathematical concepts

through these cultural values and customs to solve life

problems. (Prahmana and D’Ambrosio, 2020 ;

Embong et al., 2010). It is supported by the

determination of the 2013 curriculum that the

teaching and learning of mathematics must be

relevant to the daily lives of students (contextual) or

contextual problems. (Brier and lia dwi jayanti, 2020

; Wahyudi, Suyitno and Waluya, 2018 ; fransisco,

2020 ; Machali, 1970).

One of the subjects which is a form of culture is

Mathematics, and Mathematics has been integrated

into every aspect of people's lives wherever they are

(Bishop, 1994). Mathematics nowadays is not only

about formulas and theorems but already uses

348

Setiawan, H., Fauzan, A., Jamaan, E., Arnawa, I. and Syarifuddin, H.

Analysis of Problem-Solving and Mathematical Communication Ability Levels and Students’ Readiness to Use Augmented Reality (AR) Technology in Class VII Yunior High Schools and MTS.

DOI: 10.5220/0012200900003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 348-354

ISBN: 978-989-758-669-9; ISSN: 2975-9676

technology and culture in the learning process.

Therefore, teachers must be able to show students that

mathematics has a close relationship with culture and

everyday life, both in the process and in the learning

content.

Learning using cultural elements has several

obstacles, including difficulty bringing students to

places of cultural objects to be observed. One

application that can be used to overcome this problem

is Augmented Reality (AR). Several researchers

(Azuma, 1997; Sırakaya and Alsancak Sırakaya,

2022) define AR as a combination of real and virtual

objects in a real environment in three dimensions. The

use of AR technology is proven to increase the

interaction of learning activities, understanding

concepts, and visualizing geometry (Lestari, 2022),

support teaching and learning about geometric topics

to be more interesting (Kirner, Reis and Kirner, 2012;

Corrêa et al., 2013) because AR allows users to see

objects in books in real terms (Yasin, Isa and Endut,

2016).

Mathematics is an activity that must be related to

the reality of everyday student life (Adjie, Putri, and

Dewi, 2020; Sunzuma and Maharaj, 2021). In

learning mathematics, one of the abilities that

students must have is the ability to solve problems

and mathematical communication.

Problem-solving ability is the potential a person or

student possesses to solve story problems, solve non-

routine (different) questions, and apply mathematics

in everyday life to find solutions or solve problems in

mathematics (Setiawan et al., 2022). Lack of student

problem-solving abilities causes students only to be

able to work on routine questions or questions that are

the same as those given by the teacher so that students

are not used to working on questions that are not

routine which results in students experiencing

mistakes in solving math problems.

Mathematical problems that begin with the

context of story questions, culture, and daily life are

believed to improve students' mathematical problem-

solving and communication skills (Setiawan, Fauzan,

and Arnawa, 2021; Fauzan and Yerizon, 2013).

However, the assumption that mathematics is far

from culture and everyday life and is only numerical

and abstract still exists among mathematics teachers.

(Fredy, Riwu and Purwanty, 2022 ; Ulya and Rahayu,

2022 ; Setiawan et al., 2023).

The 2018 PISA assessment showed that as many

as 71.9% of Indonesian students could only complete

PISA questions below level 2 (OECD, 2019). It

means that more than half of students in Indonesia are

only able to solve level 1 questions and cannot answer

PISA questions correctly at all. While the PISA

questions consist of 6 questions, where level 1 is the

lowest and level 6 is the highest. Considering that the

PISA study mostly measures the ability to reason,

solve problems and argue rather than measure

memory and calculation abilities, this shows that the

problem-solving abilities of Indonesian students are

still low, as well as the mathematical communication

abilities of students. In contrast, the ability to reason

is still low.

This study aims to see whether the low level of

students' mathematical problem-solving and

communication abilities at the national level is the

same as in the field. Therefore the researcher took the

title Research Analysis of Levels of Mathematical

Problem Solving and Communication Ability and

Student Readiness in Using Augmented Reality

Technology (AR) in Class VII SMP and MTS in

Kerinci Regency and Sungai Full City.

2 METHODOLOGY

The method used in this study is a qualitative

approach. This study focuses on students' ability

related to students' problem-solving and

mathematical communication abilities in

understanding the concept of flat shapes in class VII

SMP using descriptive analysis and students'

readiness to use the Augmented Reality (AR)

application. The instrument used in this study was a

test instrument that described the ability to solve

problems and mathematical communication in flat

shapes with as many as 3 items. The research was

conducted in May-June 2023 in 3 schools: MTS Al

Khikmah Kerinci, SMPN 2 Sungai Penuh, and SMPN

1 Kerinci.

3 RESEARCH RESULTS AND

DISCUSSION

Based on the results of tests that have been carried out

in 3 schools, namely MTS Al Khikmah Kerinci,

SMPN 2 Sungaipuh, and SMPN 1 Kerinci, the level

of problem-solving and mathematical communication

abilities of students is obtained using the following

categories:

Analysis of Problem-Solving and Mathematical Communication Ability Levels and Students’ Readiness to Use Augmented Reality (AR)

Technology in Class VII Yunior High Schools and MTS

349

Table 1: Criteria Level of problem-solving ability.

Percenta

e Cate

80<X≤100 Ver

60<X≤80 Goo

40<X≤60 Moderate

20<X≤40 Low

0<X≤20 Very low

Table 2: Criteria for Mathematical Communication ability

level.

Percenta

(

)

Cate

81 - 100 Very goo

–

80 Goo

41 - 60 Moderate

21 - 40 Low

–

20 Ver

low

Furthermore, after the test results of students'

problem-solving abilities and mathematical

communication were examined, the following results

were obtained:

3.1 Level of Problem-Solving and

Mathematical Communication

Ability at MTS Al Khikmah

Kerinci and Readiness to Use the

Augmented Reality (AR)

Application

MTS Al Khikmah Kerinci is one of the best private

MTS in Kerinci. Based on the results of observations,

interviews, and giving tests of students' mathematical

problem-solving and communication skills, the

following results are obtained:

Table 3: The level of problem-solving and mathematical

communication abilities of students at MTS Al Khikmah

Kerinci.

Question

Number

The avera

e level of mathematical abilit

Problem-solvin

Communication

Question 1 25,73 (Low/Less)

Question 2 28,10 (Low/Less)

Question 3

18,05 (Very

low/ver

less

)

Table 3 shows that the level of problem-solving

skills at MTS Al Khikmah is still in the low/deficient

category, while the level of communication skills is

also in the low/deficient category. Based on the

results of the interviews, it was also known that

students had never known about Augmented reality

(AR) as well as with teachers, so before carrying out

further research, it was necessary to conduct

socialization and training in advance for teachers and

students.

The following is an example of student answers

in solving mathematical problem-solving and

communication questions:

Figure 1: The correct answer to question number 1.

In question number 1, indicator 1, there was 1 student

who could answer correctly, like picture 1, by

mentioning what was known from the question and

what was asked.

Figure 2: Students' Answers to Mathematical

Communication Skills.

Figure 2 shows that the students can describe the

questions through pictures and diagrams. Most

students do this.

Based on the analysis of students' difficulties in

solving problem-solving questions, many lie in

indicators 2, 3, and 4, wherein determining strategies

and confirming answers, students still experience

difficulties.

Meanwhile, there are many communication skills

in indicators 1 and 3.

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

350

3.2 Level of Problem-Solving and

Mathematical Communication

Ability at Sungai Penuh Yunior

High School 2 and Readiness to Use

the Augmented Reality (AR)

Application

SMPN 2 Sungai Penuh is the leading SMPN in

Sungai Penuh. Based on the results of observations,

interviews, and giving tests of students' mathematical

problem-solving and communication abilities, the

following results are obtained:

Table 4: The level of problem-solving and mathematical

communication ability of students at SMPN 2 Sungai Penuh.

Question

Number

The average level of mathematical abilit

Problem-solvin

Communication

Question 1 50,00 (Moderate)

Question 2 39,41 (low/less)

Question 3 19,41 (very

low

ver

less

)

Table 4 shows that the problem-solving ability

level at SMP 2 Sungai Penuh is already in the Enough

category, while the level of communication skills is

still in the low/less category. It means that SMPN 2 is

better than MTS Al Khikmah in terms of

mathematical ability, but considering that SMPN 2

Sungai Penuh is a top school, it should be able to do

more than this. In addition, based on the results of the

interviews, it was also known that students had never

known about Augmented Reliability (AR) as well as

teachers, but students and teachers were familiar with

the use of technology in the mathematics learning

process because they had used applications such as

Geogebra, etc. so that students and teachers are

believed to be able to use the AR application with the

tutorial given later.

The following is an example of student answers

in solving mathematical problem-solving and

communication questions:

Figure 3: Student Answers Problem-Solving Ability.

In Figure 3, it can be seen that the students could

answer correctly until they got the desired answer.

Even though there were still deficiencies in the

answers, the final results were correct and explained

in detail.

However, some students answered incorrectly, as

shown in Figure 4.

Figure 4: Student Answers Problem-Solving Ability.

In Figure 4, it can be seen that students cannot answer

correctly, starting from the strategy to the final result. Some

students also answered in the same way resulting in wrong

results.

Figure 5: Students' Answers to Mathematical

Communication Skills.

Figure 5 shows the students can describe the questions

through pictures and diagrams. Most students do this.

Most students' difficulties lie in indicators 2, 3, and 4

for problem-solving abilities and indicators 1 and 3 for

mathematical communication skills.

3.3 Level of Problem-Solving Ability

and Mathematical Communication

at SMPN 1 Kerinci and Readiness

to Use Augmented Reality (AR)

Applications

SMPN 1 Kerinci is the leading and best SMPN in the

Kerinci district. Based on the results of observations,

interviews, and giving tests of students' mathematical

problem-solving and communication skills, the

following results are obtained:

Analysis of Problem-Solving and Mathematical Communication Ability Levels and Students’ Readiness to Use Augmented Reality (AR)

Technology in Class VII Yunior High Schools and MTS

351

Table 5: Level of problem-solving and mathematical

communication abilities of students at SMPN 2 Sungai

Penuh.

Question

number

The average level of mathematical abilit

Problem-solving Communication

Soal 1 50,00

(

Moderate

)

Soal 2 61,11

(

Moderate

)

Soal 3 22,68 (very

low/very less)

Table 5 shows that the problem-solving ability

level at SMPN 1 Sungai Penuh is in the Moderate

category, while the level of communication skills is

still in the low/less category. It means that SMPN 1 is

better than MTS Al Khikmah and SMPN 2 Sungai

Penuh in terms of their mathematical abilities, but

considering that SMPN 1 Kerinci is an excellent

school, it should be able to do more than this. In

addition, based on the results of the interviews, it was

also known that students had never known about

Augmented Reliability (AR) as well as teachers, but

students and teachers were familiar with the use of

technology in the mathematics learning process

because they had used applications such as Geogebra,

Modules, LKPD, Digital Books. So that students and

teachers are believed to be able to use the AR

application with the tutorial given later.

The following is an example of student answers

in solving mathematical problem-solving and

communication questions:

Figure 6: Students' inaccurate answers to problem-solving

abilities.

From Figure 6, it can be seen that students have

been able to work on problem-solving questions.

However, many students have difficulty providing

arguments and reasons for their answers, so student

answers are incomplete.

Figure 7. Student's wrong answer in problem-solving

abilities.

In Figure 7, it can be seen that the students were

wrong in working on the questions. Many students

answered similarly, so they were wrong in solving the

problem.

Figure 8: Students' Answers to Mathematical

Communication Skills.

Similar to the previous school in solving students'

mathematical communication problems at SMPN 1

Kerinci, there were also many difficulties in

indicators 1 and 3, while in indicator 2, namely

explaining mathematical situations and relations in

the form of pictures/diagrams, students could do it.

4 CONCLUSION

Based on the results of the above research, it can be

concluded that the problem-solving and mathematical

communication abilities of students at MTS AL

Khikmah Kerinci, SMPN 2 Sungai Lilin, and SMPN

1 Kerinci are still lacking. The results showed that the

problem-solving abilities of MTS Al Khikmah

students were still low, namely 26.91%, while their

communication skills were 18.05%, also in the low

category. At the same time, the ability to

communicate is 19.41% in the low category.

Likewise, with SMPN 1 Kerinci, students' problem-

solving abilities are in a good category, namely

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

352

55.55%, while their communication abilities are

22.68% in the low category. Based on these results, it

is necessary for the teacher's active role in choosing a

new learning model or method that can improve the

students' mathematical problem-solving and

communication abilities.

Meanwhile, based on interviews and

observations, it can be concluded that students and

teachers in Kerinci are unfamiliar with Augmented

Reliability (AR). However, students and teachers are

familiar with the use of technology in the

mathematics learning process because they have used

applications such as Geogebra, Modules, LKPD, and

Digital Books. So that students and teachers are

believed to be able to use the AR application with the

tutorial given later.

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