Integrating augmented reality and local wisdom in teaching exponents: A strategy to improve students’ mathematical literacy

Abstract

Developing mathematical literacy in exponent learning requires students to connect authentic experiences, representations, and mathematical ideas. This study developed and evaluated Augmented Reality (AR)-enhanced instructional materials using local wisdom as an authentic context and AR as a pedagogical mediator. A Research and Development design following the ADDIE model was employed. The materials were validated by 11 mathematics teachers, and the literacy assessment was reviewed by two teachers. A limited implementation involved 72 eighth-grade students from two junior secondary schools in Kupang, Indonesia. Data were collected through validation sheets, questionnaires, observations, and pretest–posttest assessments. Mean validation scores were 3.55 out of 4.00 for content, 3.60 for media, and 3.25 for the assessment instrument. Student and teacher practicality scores were 81.10% and 96%, respectively. Students’ mean mathematical literacy score increased from 58.72 (SD = 12.64) to 82.57 (SD = 11.80), t(71) = 20.63, p < 0.001, with a very large within-group effect size (Cohen’s dz = 2.43) and a moderate N-gain of 0.60. These findings indicate that integrating local wisdom and AR offers a valid, practical, and promising pedagogical mechanism for supporting mathematical literacy in exponent learning.