The effectiveness application of learning model with augmented reality on deaf student's geometry learning outcomes

Previous studies have reported that many deaf students have difficulty explaining their conceptual understanding of two-dimensional geometry even though they may be familiar with these basic geometric concepts. The purpose of this study was to answer the problems related to the effectiveness of learning model application with augmented reality on deaf student's geometry learning outcomes, especially enhanced understanding of geometry concepts. A learning model with augmented reality (AR) that adapts the technology of the augmented reality (AR) framework, allows deaf students to see the real world while the virtual elements are combined with the real world. In this way, students can visualize abstract objects that were previously difficult for them to imagine so students' conceptual understanding supporting by gained of the direct experiences and it is a new opportunity to support the mathematics learning process. Students were tested before and after learning with the application of augmented reality (AR) technology. Paired sample t-test using SPSS was used to compare pretest and posttest scores to measure the effectiveness of implementing the learning model with AR to enhance students' understanding of geometry concepts. There was a statistically significant enhancement in a score (Sig.=0.000), which indicates that the application of learning models with augmented reality (AR) in the classroom helps the learning outcomes of deaf students, especially their understanding of geometry concepts. In addition, students' positive responses indicate that the learning model with augmented reality (AR) provides an interesting way to learn two-dimensional concepts.