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Augmented reality application: What are the constraints and perceptions of the students during the covid 19 pendemic’s 3D geometry learning process?
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The Covid 19 epidemic has altered the interplay of the classroom learning process. To
facilitate the learning process of 3D geometry, secondary school teachers adopt several
technology items. Augmented reality technology is one of those technological goods. This study
therefore aims to explain the constraints and perceptions of secondary school students during the
COVID-19 pandemic, during the 3D geometry learning process. This study used a qualitative
research design descriptive of it. The number of participants to this study was five, namely 3
male students and two female students. Techniques for collecting data using sheets of
observations and interviews. Although data analysis by Miles and Huberman [1] adopts data
analysis, which consists of data selection, data reduction, data presentation and conclusions or
verification processes. Study results show that there are still many challenges faced during the
learning process using augmented reality technologies, namely: (a) Constraints when
downloading the program on the cellphones of the instructor and the pupil. (b) Marker constraints
pertaining to AR identification. (c) Constraints on the student's smartphone requirements. (d)
Limit and network restrictions for accessing the Resources section. (e) Students found too many
constraints on appraisal questions on the test checklist. While several challenges do remain, the
majority of the students have a good understanding of the learning experience using augmented reality technologies.
Sudirman - Personal Name
Poppy Yaniawati - Personal Name
Mellawaty - Personal Name
Rully Indrawan - Personal Name
Poppy Yaniawati - Personal Name
Mellawaty - Personal Name
Rully Indrawan - Personal Name
NONE
electronic file
English
IOP Publishing
2021
England and Wales
Jil. 1783, Terbitan 1, Hlm. 012007
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