Ali Shodikin, Rooselyna Ekawati, Heri Purnomo
This study deals with the use of Augmented Reality (AR) for mathematics learning and its influence on student self-efficacy. This study aims to assess the use of AR technology using the integration approach in the mathematics learning process affecting students' self-efficacy variable towards understanding and solving a mathematical problem. The collection of data was conducted through self-efficacy questionnaires applied before and after the AR application, with questions designed for quantitative research purposes, as well as on-site interviews with students. The results of the study showed that in terms of self-efficacy, this application also increased significantly for students when learning mathematics using AR. In addition to that, the implementation of AR Applications has fostered engaged learning in class as per students. AR applications such as GeoGebra AR also provide clear and interactive visualization, which makes it easier for students to understand complex mathematical concepts more clearly with the help of graphics. These findings indicate that AR technology can serve as a powerful tool in supporting mathematics learning and increasing students' self-efficacy, as well as providing recommendations for the integration of AR in mathematics learning to optimize students' academic potential. © 2025 Author(s).
Mathematics Education Department, Universitas Negeri Surabaya, Surabaya, Indonesia
