Museum Digital Ruang-Geo and Junior Secondary Students’ Geometric Ability on Academic Competency Test (TKA)-Aligned Tasks: A Development and Quasi-Experimental Study

Sigit Rimbatmojo, Eka Farida Fasha, Khurotul Aeni

Abstract

Geometry tasks in the Academic Competency Test (Tes Kemampuan Akademik, TKA) for junior secondary students demand visualisation and reasoning, yet in the school studied 85.94% of students reported limited learning media and 78.13% reported difficulty with TKA-type reasoning. This study developed Museum Digital Ruang-Geo, a mobile virtual-gallery application whose object pages combine interactive three-dimensional (3D) models, nets, formulae and TKA-aligned practice, and examined its expert-rated quality and preliminary learning outcomes. A sequential design combined a descriptive needs analysis, ADDIE-based development with expert and practitioner validation, and a quasi-experiment with two intact Grade IX classes (n = 32 each) comparing Ruang-Geo with worksheets and PowerPoint; the posttest was taken in the application by one class and on paper by the other. Mean validation scores (1–5) were 4.4 (content experts, n = 2), 4.5 (media experts, n = 2), and 4.75 (one practitioner). Both classes improved significantly (Ruang-Geo: 52.97 to 70.16, dz = 2.47; control: 51.72 to 68.13, dz = 1.94; both p < .001). Between-group differences were not significant for posttest scores (t(62) = 0.91, p = .367, 95% CI [−2.44, 6.50]), N-Gain (0.371 vs 0.326; p = .109, d = 0.41) or the baseline-adjusted comparison (p = .326). The novelty lies in organising 2D and 3D geometry as explorable exhibits traced to TKA indicators; the study offers preliminary evidence of validity, feasibility and learning gains, but not of superiority over worksheets and PowerPoint

Keywords

Digital Museum; Geometric Ability; Interactive 3D Visualisation; Quasi-Experiment; TKA-Aligned Tasks

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DOI: https://doi.org/10.20961/paedagogia.v29i3.127667

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