Enhancing Prospective Mathematics Teachers’ TPACK through Augmented Reality Based Ethnomathematics

Abstract

 This study aims to develop innovative learning media that integrates Augmented Reality (AR) technology and Baduy ethnomathematics to improve the Technological Pedagogical Content Knowledge (TPACK) competencies of prospective mathematics teachers. The research was conducted at the Mathematics Education Study Program, Mathla'ul Anwar University, involving 40 students as research subjects. The method used was research and development (R&D) through the stages of needs analysis, product design, expert validation, limited testing, extensive testing, and effectiveness evaluation by using ADDIE development model. The results showed that the developed media had contextual and interactive characteristics, visualizing Baduy cultural elements such as traditional houses, leuit, aseupan, and weaving patterns in the form of 3D objects that could be scanned using digital devices. The developed media demonstrated high feasibility, as indicated by a score of 0.87. The effectiveness test showed a significant increase in the TPACK competence of prospective teachers, marked by an increase in the average score from 60.0 (pre-test) to 82.5 (post-test) with a gain score of 0.72 (high category). The challenges faced in implementing this media include limitations of AR devices, unstable internet networks, and the lack of initial skills among prospective teachers in using digital technology. The solutions offered include providing an offline version of the application, intensive training for teachers and prospective teachers, and developing learning modules that are in line with the Merdeka Curriculum. The results of this study show that culturally relevant AR-based media integrated Baduy highly effective in improving the competence of prospective mathematics teachers, also promoting the preservation of local culture and fostering innovative and contextual learning.