Integrating Local Genius Mabbelle and Augmented Reality to Foster Metacognitive Skills in Mathematics Learning

Sartika Sari Dewi; Andi Muhammad Irfan Taufan Asfar; Andi Muhamad Iqbal Akbar Asfar; Muhlis; Yulita; Andi Nurannisa; Ahmad Fajar Tatang

doi:10.23917/ijolae.v8i2.8076

Authors

Sartika Sari Dewi Faculty of Teacher Training and Education, Universitas Muhammadiyah Bone
Indonesia
Andi Muhammad Irfan Taufan Asfar Faculty of Teacher Training and Education, Universitas Muhammadiyah Bone
Indonesia https://orcid.org/0000-0001-6133-6884
Andi Muhamad Iqbal Akbar Asfar Department of Chemical Engineering, Politeknik Negeri Ujung Pandang
Indonesia https://orcid.org/0000-0001-8253-9680
Muhlis Faculty of Teacher Training and Education, Universitas Muhammadiyah Bone
Indonesia
Yulita Faculty of Teacher Training and Education, Universitas Muhammadiyah Bone
Indonesia
Andi Nurannisa Faculty of Teacher Training and Education, Universitas Muhammadiyah Bone
Indonesia
Ahmad Fajar Tatang Faculty of Computing and Information Technology, King Abdulaziz University
Saudi Arabia

DOI:

https://doi.org/10.23917/ijolae.v8i2.8076

Keywords:

augmented reality learning, higher order thinking skills, innovative learning design, local wisdom-based education, metacognition skills, progressive mathematics education

Abstract

Metacognitive skills are essential competencies for supporting higher-order thinking and self-regulated learning; however, their development among Indonesian students remains limited. This study aims to develop and evaluate an Augmented Reality (AR)-based learning media integrated with the Local Genius Mabbelle, a traditional Bugis game, to enhance students’ metacognitive skills while strengthening collaborative learning and cultural awareness. The study employed a Research and Development approach using the ADDIE model involving mathematics teachers and seventh-grade students at SMP Negeri 1 Kahu, Indonesia. Data were collected through observations, interviews, questionnaires, validation sheets, and pretest-posttest assessments. The findings indicate that the developed Mabbelle-AR media is highly valid, with average validation scores of 3.72 from material experts, 3.85 from design experts, and 3.58 from media experts. Practicality testing showed very positive responses from both teachers and students. The effectiveness test revealed that the experimental class achieved a higher N-Gain score (45.16; 70%) than the control class (22.97; 47%). Further analysis demonstrated substantial improvements in metacognitive components, including planning, monitoring, evaluation, and self-regulation. The implementation also strengthened collaborative learning, increased learning motivation and engagement, promoted digital literacy and problem-solving skills, and facilitated the internalization of Bugis cultural values such as Sipakatau, Sipakalebbi, and Lempu. The novelty of this study lies in the integration of culturally embedded local wisdom with AR technology to create a contextual, immersive, and metacognition-oriented learning environment. This approach offers an innovative model for mathematics education that simultaneously promotes cognitive development, cultural preservation, and quality education.

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