SYNERGY OF AUGMENTED REALITY AND DEEP LEARNING IN TRANSFORMING SENIOR HIGH SCHOOL STUDENTS' MATHEMATICAL LITERACY

Abstract

The low mathematical literacy of senior high school students, particularly in modeling and conceptual reasoning, is a major challenge in 21st-century learning. This study aims to transform mathematical literacy through the synergy of Augmented Reality (AR) and deep learning in the topic of Systems of Linear Equations in Two Variables (SPLDV). This two-cycle Classroom Action Research (CAR) involved 33 tenth-grade students from SMA Negeri 1 Angkola Selatan. Instruments included mathematical literacy tests, student activity observation sheets, and teacher performance observation sheets. Success was determined by classical mastery ≥75% (individual minimum mastery score of 75), student activity ≥80%, and teacher performance ≥80%. The results showed significant improvement from Cycle I to Cycle II: classical mastery jumped from 48.48% (mean 69.24) to 84.84% (mean 80.54); student activity shifted from predominantly moderate/low criteria to high criteria with no low criteria; teacher performance reached excellent category; and positive student responses increased dramatically from 12.12% to 84.85% in the high category. Theoretical synthesis confirms that AR reduces cognitive load, completes the experiential learning cycle, and fulfills ARCS motivation aspects, thereby optimizing the three pillars of deep learning (meaningful learning, critical thinking, creative problem solving). The synergy of AR and deep learning is proven effective in transforming students' mathematical literacy from procedural memorization toward high-level conceptual reasoning.