Samsul Pahmi, Nanang Priatna, Anggy Pradiftha Junfithrana
This study focuses on exploring the differences in Augmented Reality (AR)-based mathematical studies. To address these differences, the research will conduct a systematic literature review (SLR) summarizing AR applications in math learning from 2013 to April 2022. The review specifically considers education levels, material topics, and areas of ability, including mental activities. The search terms used are augmented reality, math, mathematics, and education. Out of 486 initially identified articles, 37 were deemed relevant based on title, abstract, and content filters, and were used as samples. The study reveals that AR has been implemented across all education levels, with a higher suitability observed in elementary school. Geometry and function emerge as the most commonly addressed topics using AR. Additionally, AR demonstrates suitability in developing cognitive aspects. The findings aim to offer a clearer understanding of how and why AR is used in the context of learning mathematics. © 2023 IEEE.
Universitas Pendidikan Indonesia, Department of Mathematics Education, Bandung, Indonesia; Nusa Putra University, Department of Electrical Engineering, Sukabumi, Indonesia
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