Affiliations:
1Department of Mathematics Education, Faculty of Training Teachers and Education, Universitas Sultan Ageng Tirtayasa, Serang, Indonesia
2Department of Physics Education, Faculty of Training Teachers and Education, Universitas Sultan Ageng Tirtayasa, Serang, Indonesia
3Department of English Education, Faculty of Training Teachers and Education, Universitas Sultan Ageng Tirtayasa, Serang, Indonesia
4Department of English Education, Faculty of Training Teachers and Education, Universitas Islam Negeri Sultan Maulana Hasanuddin Banten, Serang, Indonesia
This study develops and evaluates the effectiveness of a hybrid learning model based on Technological Pedagogical Content Knowledge (TPACK) and Augmented Reality (AR) to improve junior high school students’ understanding of geometry concepts. The study addresses low student achievement in geometry, particularly in understanding shapes, their properties, and the calculations of three-dimensional figures. A Design-Based Research (DBR) approach was applied through five stages: problem identification, solution design, development and validation, limited implementation, and evaluation. The participants were 80 eighth-grade students divided into an experimental group and a control group, each consisting of 40 students. Expert validation showed that the learning materials and AR media were highly valid, with an average score of 87.3%. The model was implemented over 10 learning sessions using a combination of face-to-face and online instruction supported by AR media and a learning management system. The results showed that the experimental group achieved significantly higher conceptual understanding than the control group, with an average N-Gain score of 0.78 (high category) compared to 0.41 (medium category). Statistical analysis using a t-test confirmed a significant difference between the two groups. Student questionnaire results also indicated high satisfaction and learning engagement. These findings demonstrate that AR-based hybrid learning effectively enhances students’ spatial visualization and understanding of geometry concepts and supports the integration of digital technology in 21st-century education.
Hybrid learning, Augmented reality, Geometry learning, TPACK framework, Conceptual understanding
https://doi.org/10.21833/ijaas.2026.01.020
Pujiastuti, H., Haryadi, R., Utomo, D. W., & Rohman, R. (2026). Integration of the TPACK approach and augmented reality technology in a hybrid learning model to improve the understanding of geometry concepts. International Journal of Advanced and Applied Sciences, 13(1), 190–200. https://doi.org/10.21833/ijaas.2026.01.020