Augmented Reality-Assisted Project-Based Learning: Enhancing Mathematical Problem-Solving Skills and Motivation in Junior High School Students

Abstract

This study examined the improvement of mathematical problem-solving skills and learning motivation among students taught using the Project-Based Learning (PjBL) model assisted by Augmented Reality (AR). It also investigated the interaction between the learning model and students' ability levels to enhance these skills and motivation. A quantitative approach was employed using a pre-test and post-test control group design. The study population consisted of eighth-grade students from a public junior high school in Banda Aceh, Indonesia, with a randomly selected sample of four classes—two experimental and two control groups. Research instruments included mathematical problem-solving tests and student motivation questionnaires. Data were analyzed using one-way and two-way ANOVA. Findings indicate that students taught with the AR-assisted PjBL model demonstrated greater problem-solving skills and motivation improvements than those taught with the PjBL model without AR. Additionally, no significant interaction was found between the learning model and students' ability levels to influence these outcomes. These results suggest that the AR-assisted PjBL model is effective for students of all ability levels and should be further implemented across different mathematical topics.