The Effectiveness of Augmented Reality-Based Learning Media Integrating Toraja Carving Etnomathematics in Improving Junior High School Students’ Productive Disposition in Palopo

Abstract

The advancement of digital technology has driven innovation in mathematics education, one of which is the utilization of Augmented Reality (AR) that provides interactive and contextual learning experiences. The integration of AR with ethnomathematics, particularly Toraja carvings that are rich in cultural values and geometric patterns, is believed to enhance students’ productive disposition. This study aims to examine the effectiveness of AR-based learning media grounded in Toraja carving ethnomathematics in improving the productive disposition of junior high school students in Palopo. This research employed a quantitative approach with a quasi-experimental design. The population comprised junior high school students in Palopo, with a sample of 150 students drawn from six schools selected through purposive and random sampling techniques. The research instrument used was a productive disposition questionnaire. Data were analyzed using the Wilcoxon Signed Rank Test, as the data were not normally distributed. The results indicate that AR-based learning media incorporating Toraja carving ethnomathematics are effective in enhancing students’ productive disposition. This is evidenced by a significant difference between pre-test and post-test results, as well as an increase in the average scores of productive disposition in five out of six measured indicators.