Problem Based Learning Analysis Assisted by Geogebra AR on Visual Spatial Ability

Abstract

Visual spatial ability plays an important role in elementary mathematics learning, particularly in geometry topics. However, teacher-centered instruction with limited visualization often constrains the development of this ability. This study aims to analyze the effect of Problem Based Learning (PBL) assisted by GeoGebra Augmented Reality (AR) on the visual spatial ability of phase C elementary school students. A quantitative approach was employed using a non-equivalent pretest–posttest control group design. The participants were divided into an experimental group receiving PBL assisted by GeoGebra AR and a control group receiving conventional instruction. Data were collected using a visual spatial ability test. The results indicate that students in the experimental group demonstrated greater improvement than those in the control group. These findings suggest that integrating PBL with GeoGebra AR can effectively support geometry learning in elementary schools.