Augmented Reality Based On Edutainment: The Development Of Media in Students’ Learning Interests
N. H Azizah1, W Setyaningrum2
1Undergraduate School of Mathematics Education, Yogyakarta State University, 1 Colombo Street, Yogyakarta, Indonesia
2Department of Mathematics Education, Yogyakarta State University, 1 Colombo Street, Yogyakarta, Indonesia

nailahayuazizah@gmail.com
Abstract. Edutainment learning media based on augmented reality is a new media in learning mathematics and it is interesting to be developed. This study was aimed to determine the feasibility of the media from aspects of validity, practicality, and effectiveness in interest in learning the space geometry for second grade students of junior high school. The development model is ADDIE with qualitative and quantitative data analysis methods from the questionnaire validity, practicality, and students’ interest. The results of this study explain that augmented reality-based on edutainment learning media is appropriate to be used in increasing students’ interest in learning. As evidenced by validity results from media experts and material that is declared valid, practical results by teachers and students are declared practical, and the results of students’ interest questionnaires have an average increase the average score on pretest and posttest from 68.593 to 76.687, and students who have a minimum high posttest interest in learning as much as 75%.
1.  	Introduction
Education is very important because it can be used as a process of developing one's potential [1] in an era that is always undergoing change. Until now the world is in the Industrial Revolution 4.0 era, that is, everything is influenced by technology including education [2]. Education 4.0 is a learning method that integrates physical or non-physical technology using media such as tablets or laptops [3]. So NCTM [4] suggests that teachers and students are important to use technology in order to stimulate interest and skills in mathematics.
Acquiring TIMSS 2015 results, Indonesia achieved a score of 397 from an average score of 500 so that Indonesia ranked 45 out of 50 countries [5]. The cause of the acquisition of low scores is caused by most students do not like to learn mathematics because it is boring [6]. In line with this, a study states that 20 out of 33 students feel bored with mathematics and 15 out of 33 students do other activities in the learning process in class [7]. So we need a new breakthrough in the learning process so that students can be more interested in learning mathematics.
Efforts to obtain this breakthrough can be done by the teacher as a facilitator when learning by delivering teaching materials that are appropriate to the learning material. However, most teachers today still use conventional methods by providing mathematical formulas directly without giving students the opportunity to explore their own abilities and lack of use of media in learning.
Teachers can integrate technology as a medium of learning in teaching and learning activities so that teachers easily communicate important information to students [8]. One of the media that can be used is edutainment media. This media combines education (entertainment) and entertainment (entertainment) which aims to make the process of education and teaching can be fun so that students can easily grasp the essence of learning [9].
In the development of technology now, smartphones are widely used and almost everyone has it to support their daily activities. Based on the results of a survey of the Ministry of Communication and Information of the Republic of Indonesia [10] shows that more than half of Indonesian people already have a smartphone that is as much as 66.36%, smartphone access by junior high school students also has quite high access, reaching 59.89%. So that the use of smartphones in education becomes a good tool to be used in learning currently included in the field of mathematics [11]. Thus, it is very possible that the use of smartphones by junior high school students as a supporting tool in learning.
Another opinion also revealed that the mathematics learning media with the type of game (edutainment) can also increase student interest and curiosity in learning mathematics because edutainment can combine education and entertainment aspects which are also equipped with audio, visual and animation facilities so that it is expected to foster interest in learning students [12]. Based on the data obtained shows that the game has become one of the popular smartphone features and has the potential as an edutainment media.
Based on a study, an AR technology in Indonesia is being developed in learning that can increase student learning interest, however, the development of AR is still not easy for teachers because of the lack of hardware, software, and reference resources available [13]. Resulting in this technology has not been widely used. Augmented Reality (AR) is a technology that combines two-dimensional or three-dimensional virtual objects into a real world and then visualizes them in real time [14]. So with the use of this AR students are interested in learning mathematics because AR presents visualization with interactive object movements.
Based on the explanation above, in an effort to foster student interest in learning the surface area and volume of the flat side space, an interesting learning media is needed. Therefore, researchers are interested in developing edutainment-based learning media based on augmented reality on flat side space of geometry material. It is hoped that this media can provide innovations in learning to foster interest in learning mathematics.
2.  	Method
2.1.  	Research Types and Procedures
This type of research is the development (Research and Development) using the ADDIE model, namely analysis, design, development, implementation, and evaluation [15]. Analysis includes situation analysis, analysis of students' needs and characteristics, and material analysis. Design is used to gather media compilers and to design storyboards and flowcharts. Development is the stage of preparing the media based on the design that has been planned to become a learning media. Implementation in the form of trials conducted by students and teachers after the development process is completed. Evaluation is useful for knowing the appropriateness of the media and correcting the deficiencies according to expert advice.
2.2.  	Subject and Time of Implementation
Class VIII students are 32 children. The trial will be held on March 31, 2020 - April 21, 2020.
2.3.  	Instruments and Data Analysis
The assessment of the feasibility of the media was obtained from the results of the validation questionnaire by two experts, the practicality questionnaire by the teacher and students, as well as the student interest questionnaire. Technical analysis uses qualitative and quantitative data analysis which is then converted according to the Widoyoko reference scale [16]. Score conversion can be seen in the following table.
Table 1. Conversion of Media Validation Scores by Media Experts
Score interval	Category 	
	Very high	
	High	
	Medium	
	Low	
	Very low	

	Table 2. Media Validation Score Conversion by Material Expert
Score interval	Category 	
	Very high	
	High	
	Medium	
	Low	
	Very low	

The media criteria developed are said to be valid if the results of the validation by the media experts are in the minimal category "High" (102 <X ≤ 126) and the results of validation by the material experts are in the minimum category "High" (85 <X ≤ 105).

Table 3. Conversion of Practical Assessment Scores by Teachers
Score interval	Category	
	Very high	
	High	
	Medium	
	Low	
	Very low	

Table 4. Conversion of Practical Assessment Scores by Students
Score interval	Category	
	Very high	
	High	
	Medium	
	Low	
	Very low	

The media is said to be practical if the assessment of the teacher and students at least reaches the "High" category at intervals (51 <X ≤ 63).

Table 5. Conversion of Student Learning Interest Questionnaire Scores
Score interval	Category	
	Very high	
	High	
	Medium	
	Low	
	Very low	
The media is said to be effective if the student interest questionnaire increases the average pretest of learning interest and posttest learning interest after the use of media and at least 75% of students have a posttest score of learning interest in the minimal category of "High" (68 <X ≤ 84).
3.  	Result and Discussion
3.1.  	Analysis
The analysis phase is used to obtain information about the situation in learning, the needs and characteristics of students while learning mathematics, as well as the analysis of material in accordance with the Core Competencies and Basic Competencies of the 2013 Curriculum on the geometry of flat-sided space in eight class of junior high school.
3.2.  	Design
This stage the researchers collected material that was adjusted to the syntax of guided discovery learning and designed the flowchart and storyboard. Flowcharts are used to determine the flow of the game in special symbols while the storyboard is used as an initial sketch of the game layout according to the game flow.
3.3.  	Development
In the development stage the results obtained in the form of learning media that can be used to study mathematics material to build a flat side space. The following is an example of the display of the developed media.

Table 6. Media Development Results
Picture	Information	

	The loading page is a sign that the media is ready to use or not.

The initial menu page is used as material for what menu information the user can choose as desired.

The play page becomes an area that users can use to play and learn by completing a given mission.

The augmented reality (AR) page presents the display of AR objects as a result of scanning markers used by users.

The verification page shows the problem that must be solved by choosing right or wrong so that the user can measure his ability in learning mathematics.

The conclusion page presents the conclusions of the material being studied.	

Next will be elaborated on the assessment of the feasibility of media development. The results of the validation by experts who reached a score of 124. After being converted to the validity category, the results obtained by the media experts are in the high category. While the score of validation results by material experts is 116. After being converted to the validity category, the results obtained by experts in the material validation are 116> 105 in the very high category.

3.4.  	Implementation
The implementation was carried out in junior high school with 32 students as the subjects. The trial run began on March 31, 2020-21 April 2020 in 4 meetings using the online system. The result is an assessment of the teacher and students and a student questionnaire of interest.
The results of the practicality questionnaire assessment by teachers obtained a score of 72. So that the media categorized as having very high practicality at intervals 72 > 63. While the practicality questionnaire assessment by students stated that the media in the high category with an average rating was 62.281 in the interval.
The results of students' interest in learning questionnaire were given before and after learning and obtained the following results.

Table 7. Results Table Analysis of Student Learning Interest Questionnaire
Score interval	Category	Pretest	Posttest	
		Percentage	Average	Percentage	Average	
	Very high	6,25%	68,593	31,25%	76,687
	
	High	50%		43,75%		
	Medium	40,625%		25%		
	Low	3,125%		0%		
	Very low	0%		0%		
Based on the above table, the average acquisition score of the pretest was 68.593 then there was an increase in the posttest to 76.687 from the moderate to high category. If viewed from the number of students who have a high minimum posttest interest in learning, a percentage of 75% is obtained.
3.5.  	Evaluations
Evaluation is used to determine the shortcomings of expert advice and judgment so that it can be corrected into quality media and can be used properly.
4.  	Conclusions
Based on the research results, it was concluded that the developed media is feasible to be used based on the criteria of validity, practicality, and effectiveness. Valid criteria are based on the assessment of media experts and material experts stating that this media is valid with a high validity category by media experts and very high by material experts. The practicality aspect was obtained from the teacher and student assessment which stated this media was practical because from the assessment the teacher obtained a score of 72 out of 75 in the very high category and from the assessment of the students obtained an average of 62,281 included in the high category. The last aspect is the aspect of effectiveness based on the results of the student interest in learning questionnaire which shows an increase in the average pretest and posttest from an average of 68.593 to 76.687 and the percentage of students with a posttest score of high learning interest is at least 75%.
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