Sudirman Sudirman, Camilo Andrés Rodríguez-Nieto, Puput Dani Prasetyo Adi, Ahmad Bukhori Muslim, Siti Faizah, Ardi Dwi Susandi, Cholis Sa`Dijah
Technology integration in mathematics learning is growing, yet many teachers have not fully embraced its significance. This study explores the development and implementation of Augmented Reality Digital Module Instruction (AR-DMI) using the didactic tetrahedron framework with direct teacher involvement. Conducted through Participatory Action Research, the study involved 16 mathematics teachers in the first Focus Group Discussion, 12 in the second, 3 in the AR-DMI design process, and 41 students during implementation. Data were gathered through interviews, observations, and tests, and analysed qualitatively and quantitatively. The results show that teachers' active participation in identifying problems, designing, and developing AR-DMI improved the quality and relevance of the product. This involvement ensured that the module aligned with pedagogical needs and addressed both student and teacher challenges. Students became more engaged and showed improved understanding of 3D geometry concepts through the AR-DMI experience. A paired t-test (α = 0.05, p <.001) confirmed a significant improvement, with average scores rising from 28.34 (pre-test) to 61.76 (post-test). These findings highlight the importance of teacher collaboration in creating effective, technology-integrated instructional tools, ensuring both educational value and relevance to classroom realities. © 2025 Informa UK Limited, trading as Taylor & Francis Group.
Department of Mathematics Education, Universitas Terbuka, Jakarta, Indonesia; Department of Natural and Exact Sciences, Universidad de la Costa, Barranquilla, Colombia; Research Center for Telecommunication, National Research and Innovation Agency, Bandung, Indonesia; Department of English Language Education, Universitas Pendidikan Indonesia, Bandung, Indonesia; Department of Basic Education, Universitas Negeri Malang, Malang, Indonesia
