Integrasi Augmented Reality dan Teori Embodied Cognition dalam Permainan Manipulatif Interaktif untuk Meningkatkan Pemahaman Konseptual Matematika Dasar di Indonesia
DOI:
https://doi.org/10.71094/Keywords:
Augmented Reality, Embodied Cognition, Matematika Dasar, Inovasi Pendidikan, Motivasi BelajarAbstract
Krisis literasi numerasi di Indonesia (skor PISA 2022: 366) menuntut intervensi pedagogis berbasis neurosains dan teknologi. Penelitian ini mengevaluasi efektivitas permainan manipulatif interaktif berbasis Augmented Reality (AR) yang didesain dengan prinsip embodied cognition untuk meningkatkan pemahaman konseptual matematika dasar. Melalui eksperimen kuasi delapan minggu dengan 120 siswa kelas 2 SD di SDN 33 Mataram, data dikumpulkan menggunakan tes konseptual terstandardisasi, observasi partisipatif, dan skala motivasi ARCS. Temuan menunjukkan peningkatan signifikan (p\<0.001, eta2=0.32) pada kelompok eksperimen, terutama dalam konsep pecahan (Cohen’s d=1.24) dan geometri spasial (Cohen’s d=0.93). Analisis mengungkap tiga faktor desain kritis: (1) keselarasan gestur-semiotik, (2) scaffolding adaptif, dan (3) umpan balik multimodal. Dinamika motivasional membentuk siklus tiga fase: tantangan adaptif rightarrow eksplorasi strategi rightarrow euforia penyelesaian. Signifikansi penelitian mencakup pengembangan model Digital Concrete-Representational-Abstract (DCRA) dan rekomendasi kebijakan integrasi teknologi berbasis bukti dalam kurikulum nasional. Penelitian ini berkontribusi pada evolusi desain pembelajaran matematika berbasis bukti, khususnya untuk konteks pendidikan di Indonesia, guna mengatasi tantangan numerasi yang mendesak.
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