“Magic Boosed” an elementary school geometry textbook with marker-based augmented reality

TELKOMNIKA, Vol.17, No.3, June 2019, pp.1242~1249
ISSN: 1693-6930, accredited First Grade by Kemenristekdikti, Decree No: 21/E/KPT/2018
DOI: 10.12928/TELKOMNIKA.v17i3.11559  1242
Received October 26, 2018; Revised January 30, 2019; Accepted February 28, 2019
“Magic Boosed” an elementary school geometry
textbook with marker-based augmented reality
Reza Andrea*1
, Siti Lailiyah2
, Fahrul Agus3
, Ramadiani4
1
Politeknik Negeri Pertanian Samarinda
Samratulangi St. Samarinda, 75131, Indonesia,
telp +62541260421 fax +62541260680,
2
STMIK Widya Cipta Dharma, Prof. M. Yamin St. 25, Samarinda, 75123, Indonesia,
telp +62541736071 fax +62541203492
3,4
Universitas Mulawarman, Barong Tongkok Gunung Kelua, 75121, Indonesia,
telp +62541735133 Fax +62541735133
*Corresponding author, e-mail: reza@politanisamarinda.ac.id1
, lailiyah@wicida.ac.id2
,
fahrulagus@unmul.ac.id3
, ilkom.ramadiani@gmail.com4
Abstract
Recently media that is used on mathematic study is just board and printed book. Usually teacher
uses, modelling tool to visualize study objects like geometry, but students must be in alternatively to fulfill
that demand requires application which can deliver 3-dimension geometry to emphasize students
understanding of volume and surface area. This research will implement based tracking marker method on
textbook and develop geometry study application based on augmented reality, it is called “Magic Boosed”.
The existence of AR combination technology, then geometry which will be taught by teacher to elementary
school student will be more interesting and make students are easier to learn shape and geometry
formulas, this is evident from data analysis test on student learning improvement using
kolmogorov-smirnov testing.
Keywords: augmented reality, elementary school, geometry, marker-based tracking
Copyright © 2019 Universitas Ahmad Dahlan. All rights reserved.
1. Introduction
Geometry is one of subject matter that is learned in mathematic. Geometry is three
dimension structures which has space and limited by sides. Every type of geometry has shape,
wide, and each volume. This time, media, which is used on geometry, is just board and text
book then the inside and backside is unseen. Usually teacher uses modeling tools to visualize
that geometry (math-props), but student must alternatively to see closely to that geometry,
because it is not possible each student get all this modeling tools with the numbers of the kind
of geometries. The storage to keep modeling tools and the modeling tools itself must be brought
into the class it also become the obstacle itself. To fulfill that demand in line with the
development of knowledge and technology, especially in education sector, using of learning
media becomes more various and interactive, one of them which is popular right now is by using
Augmented Reality (AR) technology.
Augmented reality (AR) is a live direct or indirect view of a physical, real-world
environment whose elements are augmented by computer-generated perceptual information,
ideally across multiple sensory modalities, including visual, auditory, haptic, somatosensory,
and olfactory. In this way, augmented reality alters one’s current perception of a real world
environment, whereas virtual reality replaces the real world environment with a simulated one.
Augmented Reality is related to two largely synonymous terms: mixed reality and
computer-mediated reality [1-5]. Augmented reality based on tracking method it is divided into
two, which are marker based tracking and marker less tracking [1, 3]. Marker based tracking
used marker with shape of black and white with bold black border and white background. While
marker less tracking method can be done with any shape. Marker based tracking is more
suitable for use on the paper media than marker less tracking method. This method can display
3D objects right above the position of on the paper with marker and it interactive when user
move or slide the paper with marker.
Augmented reality research has been done for any promotion media [6-8],
education [9-11], tourism [12, 13], and others [14, 15]. Augmented reality is applied in education

TELKOMNIKA ISSN: 1693-6930 
“Magic boosed” an elementary school geometry textbook with marker-based... (Reza Andrea)
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with the aim of improving the teaching and learning process. This research contributes in
educational technology with an augmented reality media. Textbook is used not only as teaching
matters but is also can displaying interactive 3D objects. We implemented marker based
tracking method on application and geometry learning for elementary school. It’s called “Magic
Boosed”. Marker based tracking method is very suitable applied in textbook. This marker is
suitable applied to the elementary school textbook that is usually printed in black and
white [9-11].
“Magic Boosed: Book Solid of Education” is like magical book it can show 3D geometry
object on the paper book. This research is expected geometry application “Magic Boosed”
based augmented reality with this marker-based tracking method can show 3-dimension
geometry then it can add elementary student’s interest and understanding which learn it.
Besides developing the "Magic Boosted" application, this study tested the improvement of
student learning with Kolmogorov-Smirnov [16] testing.
2. Related Works
Augmented Reality research before is done by researcher leader Andrea, explains the
usage of Augmented Reality in promotion media of new student recruitment. Magnificent
building which becomes infrastructure of STIMIK Widya Cipta Dharma campus shown by new
student recruit through 3D visualization of campus building by PC (Personal Computer).
Augmented Reality is the right solution to show 3D building through promotion brochure
media [6]. Liena, et al, from Valencia University which has title Implementation of Augmented
Reality in Operative Dentistry Learning is a research which test effectiveness of dentistry
education practice with Augmented Reality compared with manual practice display [10].
Rohendi, et al., in their research, they developed geometry learning media based on augmented
reality in android platform is like this research. The difference, it was implemented in teaching
three-dimensional objects for junior high school students to find out: how is the student’s
response in using this new media in geometry and is this media can solve the student's
difficulties in understanding geometry concept. The results showed that the use of geometry
learning media based on augmented reality in android platform is able to get positive responses
from the students in learning geometry concepts especially three-dimensional objects and
students easier to understand concept of diagonal in geometry than before using this media. At
the end of their study only measure the pleasure of using this app, but they do not measure the
student learning improvement [8].
In Tekkesinoglu, et al research team, the goal of their work is to present a concept for
web based Augmented Reality. They have many examples of Augmented Reality systems in
different field from military applications to medical applications, from entertainment to
manufacturing. In this paper they worked on how virtual environments can be combined with
web based applications [11]. In Affan, et all research is to produce Augmented Reality
application that could visualize information of Dieng tourism objects, as an interactive,
interesting information and tourism promotional media. The user would get information about
every tourist attraction in Dieng through the augmented reality application that contains many
contents about the sites by scanned Natural Marker that already exist in every Dieng tourist
attraction sites with their smartphone [12].
Whereas on this research, “Magic Boosed” which is build combine graphic data 3D
geometry shape with marker-based tracking method. It shows cube, block, prism, pyramid, tube,
cone and ball with elements, formulas, and exercises which is applied on that geometry which
can be run on smartphone on android. With interesting view and shape of 3D geometry can help
student understand the subject of geometry in mathematic subject on Elementary School level it
also makes Elementary School student easier to study geometry everywhere because that
subject is already in smartphone or tablet android application.
3. Purpose Method
This research is including on quantitative research which is quasi experiment. Review
from the method, it is used Quasi Experiment research method. It is done to see the
effectiveness of student learning score improvement which uses mathematical props. This
testing method is chosen because research cannot control the outside variables which can

 ISSN: 1693-6930
TELKOMNIKA Vol. 17, No. 3, June 2019: 1242-1249
1244
affect the experiment application and cannot control strictly the internal and external validity
which happen in class in learning process. Research design which is used is Non-equivalent
Control Group Design. In this design, research is finished by post-test last test which is given to
both groups. Design which is used showed on Table 1. First group will use “Magic Boosed” to
lean volume and surface area, and second group use primitive mathematic props.
Table 1. Non-equivalent Control Group Design
Groups Pre-test Treatment Post-test
Experiment O X1 P
Control O X2 P
Description:
O = pre-test to know the early student skill
P = post-test to know the last student skill
X1 = Using of “Magic Boosed”
X2 = Using of primitive mathematic props
Population on this research is includes 5 classes. Sample on this research are 2
classes which are 4B and 4C which have score under the graduation standard which is 78
points. Sampling technique which is used was Purposive Sampling which is sampling technique
which is done by collecting subject is not based on level, random or region but based on some
purpose. On student test result uses pre-test and post-test with 10 questions. Before test it is
tested to another class. This try out is done to know the test is already fulfill the good test
requirement by testing the differentiator index, difficulty index, and reliability test.
 Pre-test, is test which is done before teaching and learning process using or before
treatment [17]. It is to measure the student early skill on simple geometry subject. Pre-test
result is done to measure homogeneity level of student skill on experiment and control
classes.
 Post-test is test which is done after teaching and learning or after treatment [17]. Based on
the purpose, post-test is used to know and compare the improvement of student average
result on simple geometry subject [17].
Data on this research is quantitative which form is with student learning result which is
served with descriptive method whereas to pull the conclusion from sample data to population is
used inferential statistics [18].
 Descriptive statistics. It is used to describe data which is obtained as table, frequency
distribution, deviation standard, average calculation, highest score and lowest score.
 Inferential Statistics. It is used to do hypothesis test, first it is done the test analysis
requirement. Analysis requirement is requirement which is must be fulfilled for the need of
hypothesis test which are normality test and two variants homogeneity test.
4. Results and Discussion
Augmented reality presents information in a correct real-world context. In order to do
this, the system needs to know where the user is and what the user is looking at. Normally, the
user explores the environment through a display that portrays the image of the camera together
with augmented information. Thus, in practice, the system needs to determine the location and
orientation of the camera. With a calibrated camera, the system is then able to render virtual
objects in the correct place. The term tracking means calculating the relative pose (location and
orientation) of a camera in real time. It is one of the fundamental components of augmented
reality [19-21].
On this application of “Magic Boosed”, tracking process on textbook based on marker
starts from input image stage. This stage is the stage where processor process real time frame
per frame form video capture result. The next stage is image threshold, on this stage every
video frame has thresholding process until produce black and white image. This stage aims to
recognize square shape and marker pattern from video which is captured [22, 23]. Tracking
process is marker detection, which consists of four phases, which are: contours extraction,

1245
corner detection, pattern normalization and template matching. Process of contours extraction
and corner detection shown on Figure 1 (a).
Contours extraction process and corner detection process and corner detection process
uses black and white image which is gotten from second stage to get coordinate from four sides
and four marker corner spots, shown on Figure 1 (b). Next stage on marker detection process is
pattern normalization and template matching shown on Figure 2. Pattern normalization process
which aims to normalize marker shape then template matching process can be done correctly.
(a) (b)
Figure 1. Image threshold stage (a) contours extraction and marker detection stage
(b) find black marker
Figure 2. Pattern normalization and template matching
Last stage is pose stage and position estimation. This stage is responsible in virtual
object above the marker. This stage is relation between three coordinates hold important roles,
which is coordinate from tool’s view (observed screen coordinates). Coordinate system shown
on Figure 3 (a). On this stage is done transformation process which is needed to get relative
camera position on marker in coordinate from video captured. “Magic Boosed” is design with as
interesting as possible so elementary school student did not feel bored in teaching and learning
process in the class. Geometry of 3-dimension object here has solid object view and formulas
which are occurred to the object. Solid object is a perfect view of geometry shape. Object frame
is view to show inside the object and it is given elements explanation which consist on that
object like height, length, wide, side, radius, and base. Formulas which are validated to that
object are showed in the top, formulas which are showed like surface’s wide and volume shown
on Figure 3 (b).

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(a) (b)
Figure 3. Place virtual object (a) marker coordinate system and (b) 3D virtual of cone object
Textbook based on AR is also designed as interesting as possible so students happy
when they use it. Figure 4 shows, every page of “Magic Boosed” textbook there are markers
which implemented marker-based tracking method. If student directs camera to that marker,
there will be 3D object of geometry which is suitable with subject matter on that page it shown
on Figure 4.
Figure 4. 3D virtual cube apper on “Magic Boosed” textbook
4.1. System Evaluations
Beta testing involves sending the product to beta test sites outside the testing
environment for real world exposure. Testing is done by simple questionnaire which is filled by
teacher and students of elementary school SDN 007 Samarinda. On this research, testing is
done to 2 teachers and 8 students, where it is served on 5 questions which referred to learning
content and “Magic Boosed” visual application design. Questionnaire question are made as
simple as possible so students can fill it easily. From beta test result on Table 2, it can be
considered the measure for “poor” answer has 1 point, for answer “fair” with 2 points, and
answer “good” with 3 points. Then can be taken counting percentage average of respondent
value.
%6.84%100
350
16211333
X 



(1)

1247
Table 2. Result of Beta Testing
Question
Respondent’s Questions Total
respondentsGood Fair Poor
How is the design from textbook? 6 4 0 10
How is the interface view of this learning application? 7 1 2 10
How is the learning content? 7 2 1 10
How is the 3D object shape which is showed? 5 4 1 10
How is the compatibility of this application with your smartphone? 8 0 2 10
Total Answer 33 11 6 50
Based on that percentage on (1) which is gotten is 84.6%, then this learning application
of geometry is accepted, because percentage value which is gotten, above the minimum
percentage which is 50% (above enough/fair), and close to 100% (Very good). After some test
are done.
4.2. Student Learning Evaluation
Post-test is done to see the effectiveness the improvement of quantifying students
learning who uses this “Magic Boosed” application compared with students who just use
primitive mathematical props. Sampling technique which is used is purposive sampling.
Control class and experiment class is consider based on daily examination which was given.
Class which will be sample is class which has average score is not far from average score.
Average score which is obtained for 4B is 51.17 whereas average score which is obtained for
4C is 50.80. 4C becomes experiment class where 4C which uses AR Application of geometry
and control which is 4B uses ordinary mathematical props. Subject matter which is used on this
research is simple geometry which is done on 2 meetings. This research uses instrument in
form of knowledge test, before research instrument is used, the first it is done the try out the
pre-test and post-test on another class which is not include on class which is become sample on
this research. On pre-test and post-test each consist of 10 multiple choice questions.
4.1.1. Descriptive Statistic
a. Pre-test
Based on research result which is given the learning treatment by using “Magic Boosed”
application on experiment class (4C) and mathematical props on control class (4B) shown on
Table 3. Based on Table 3, shown that average pre-test score before it is given the treatment
with “Magic Boosed” application on experiment class (4C) is 41.969 with highest score 59 and
lowest score is 29 and in control class (4B) use math-props has average is 41.875 with highest
score is 63 and lowest score is 29.
b. Post-test
Based on research which is given learning experiment by using “Magic Boosed”
application on experiment class (4C) and math-props on control class (4B) shown on Table 4.
Based on Table 4, shown average of post-test after it is given the learning treatment using
“Magic Boosed” application on experiment class (4C) is 87.46 with highest score 98 and lowest
score is 70 and on control class (4B) uses math-props has average is 83.469 with highest score
is 96 and lowest score is 70.
Table 3. Data of Pre-test
Basic Stats Experiment Control
Max 59 63
Min 29 29
Mean 41.969 41.875
Std. deviation 7.258 8.669
Table 4. Data of Post-test
Basic Stats Experiment Control
Max 98 96
Min 70 70
Mean 87.46 83.469
Std. deviation 6.608 8.112
4.1.2. Inferential Statistic
a. Pre-test
Normality test is used to know data is distributed normal or not by using
Kolmogorov–Smirnov test, the statistic quantifies a distance between the empirical distribution
function of the sample and the cumulative distribution function of the reference distribution, or
between the empirical distribution functions of two samples [24, 25]. Based on test, experiment
table it is obtained sig (P)=0.114 and control class sig (P)=0.178 with comparing score α=0.05

 ISSN: 1693-6930
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then it is obtained experiment class sig (P)=0.114>0.005 and control class
sig (P)=0.178>0.05. Thus, H0 is accepted then can be concluded both of data distributed normal
and it shown on Table 5.
Table 5. Normalization Testing of Pre-test
Kolmogorov-Smirnova
Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Experiment .140 32 .114 .945 32 .106
Control .131 32 .178 .949 32 .132
By using F-test it will be known sample which is used come from homogeneous
variation or heterogenous. Based on calculation result it is obtained Fvalue is 1.427 with
Ftable=F (0.05)(31.31) os 1.84. It shows that Fvalue>Ftable are 1.427<1.84 then H0 is accepted means
sample second variant is come from homogen variant. By using t-test it will be known whether
there is a difference of early skill between control class and experiment class. Based calculation
result it is obtained tvalue is 0.047 with ttable 1.697. It shows score of sig two-tailed is 0.963 with
significance is 0.05, which is 0.963>0.05 then H0 is accepted means there is no differences of
early skill between experiment class and control class.
b. Post-test
Normality test is used to know data distributes normal or not by using Kolmogorov-
Simonov test. Based on test, class experiment table is obtained sig(P)=0.082 and control class
sig(P)=0.140 by comparing score α=0.05 then it is obtained data from experiment class is
sig(P)=0.082>0.05 and control class is sig(P)=0.140>0.05. Then H0 is accepted then can be
concluded that both data distribute normal. It shown on Table 6.
Table 6. Normalization Testing of Post-test
Kolmogorov-Smirnova
Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Experiment .146 32 .082 .954 32 .192
Control .136 32 .140 .954 32 .051
By using F-test it will be known sample which is used from homogeneous variant or
heterogenous. Based on calculation it is obtained Fvalue is 1.507 with Ftable = F(0.05)(31.31) 1.84.
It shows that Fvalue<Ftable are 1.507<1.84 then H0 is accepted meant sample second variant
comes from homogeneous variant. By using t-test it will be known whether there is or there is no
difference of early skill between control class and experiment class. Because data is coming
from homogeneous variant, based on calculation result it is obtained tvalue 2.163 with ttable 1.697
or comparing score sig two-tailed 0.034 with significance degree 0.05, are 0.034<0.05 then H0 is
rejected and Hα is accepted meant there is difference between usage of AR media application
of geometry with math-props with student learning result, where experiment class (4C) is better
than control class (4B). Then it can be concluded that there is difference between the usages of
“Magic Boosed” application and primitive math-props with student learning result on simple
geometry subject on 4th grade of elementary school.
5. Conclusion
From AR technology is correct solution as replacement of teacher’s modelling tools
(math-props) for volume and surface area mastery on elementary school. Marker-based
tracking is method which is applied on book based AR to show virtual object of geometry 3
dimensionally on textbook. “Magic Boosed” application can be used by teacher and students
wherever and whenever through smartphone media.
From testing result is concluded this application is responded positively by elementary
school teacher and student, it can be concluded based on data analysis test on student learning
improvement test it is obtained tvalue 2.163 and ttable 1.696. Decision taking if tvalue> ttable are
2.163>1.697 then it can be concluded that there is differences of student learning result
between usage of “Magic Boosed” and ordinary math-props on basic geometry mastery. Where

1249
student learning result on basic geometry for student who uses “Magic Boosed” is more
effective. It shown on post-test average score from control class and experiment class are
different, experiment class with score 87.47 and control class with score 83.4.
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