The critical thinking ability of junior high school students in numeracy learning assisted by augmented reality on the topic of rectangular prisms
DOI:
https://doi.org/10.30862/jhm.v8i2.839Keywords:
Augmented Reality, Critical Thinking, Mathematics EducationAbstract
The increasing focus on computational thinking and numeracy has established critical thinking as a paramount skill in modern mathematics education; however, evidence on how emerging technologies, specifically Augmented Reality (AR), mediate this cognitive process in students remains limited. This study addresses this lacuna by providing an in-depth, mixed-methods analysis of junior high school students' critical thinking performance within an AR-assisted numeracy learning environment, focusing specifically on the challenging domain of rectangular prisms. Employing a descriptive quantitative and qualitative design, this research aims to meticulously describe and evaluate the critical thinking ability of three eighth-grade students selected via purposive sampling across high, moderate, and low initial mathematical ability levels. Data were systematically collected through validated open-ended written tests and follow-up interviews and analyzed using Facione’s framework (interpretation, analysis, evaluation, and inference) with a three-tier performance categorization (> 75: high; 60-74: moderate; < 60: low). The analysis revealed a moderate overall level of critical thinking ability (mean score: 66.62). A direct correlation with prior ability was observed: the high-ability student performed highly across all indicators, the moderate-ability student showed proficiency in interpretation and analysis but deficits in evaluation and inference, and the low-ability student remained low across all four facets. These findings significantly highlight the differential influence of prior mathematical ability on higher-order thinking skills, suggesting that while AR effectively facilitates the visualization and analysis components of critical thinking, complementary pedagogical interventions are necessary to enhance complex skills such as mathematical inference.
References
Anderha, R. R., & Maskar, S. (2021). Pengaruh kemampuan numerasi dalam menyelesaikan masalah matematika terhadap prestasi belajar mahasiswa pendidikan matematika [The effect of numerical ability in solving mathematical problems on learning achievement of mathematics education students]. Jurnal Ilmiah Matematika Realistik (JI-MR), 2(1), 1–10.
Andira, T., Santoso, B., & Yusup, M. (2018). Penerapan model pembelajaran reciprocal teaching ditinjau dari kemampuan penalaran matematis peserta didik pada materi bangun datar segiempat. Pythagoras: Jurnal Pendidikan Matematika, 13(1), 88–98. https://doi.org/10.21831/pg.v13i1.16579
Arnyana, I. B. P. (2019). Pembelajaran untuk meningkatkan kompetensi 4c(communication, collaboration, critical thinking dan creative thinking) untuk menyongsong era abad 21. Jurnal Universitas PGRI Banyuwangi, 66(3), 37–39.
Azis, Z., Panggabean, S., Sumardi, H., Matematika, P. P., Muhammadiyah, U., Utara, S., Matematika, P. P., Bengkulu, U., Education, R. M., Matematika, H. B., & Pendahuluan, I. (2021). Efektivitas realistic mathematics education terhadap hasil belajar matematika siswa smp negeri 1 pahae jae. Journal Mathematics Education Sigma [JMES], 2(1), 19–24. https://doi.org/10.30596/jmes.v2i1.6751b
Bamford, D. (2019). Thinking critically. In Economist (United Kingdom) (Vol. 403, Issue 8785).
Cahyani, N. I., & Azizah, U. (2019). Penerapan model pembelajaran inkuiri terbimbing untuk melatihkan keterampilan berpikir kritis pada materi laju reaksi kelas xi sma. Unesa Journal of Chemical Education, 8(3), 320–326.
Darmawan, I., Kharismawati, A., Hendriana, H., & Purwasih, R. (2018). Analisis kesalahan siswa smp berdasarkan newman dalam menyelesaikan soal kemampuan berpikir kritis matematis pada materi bangun ruang sisi datar. JURING (Journal for Research in Mathematics Learning), 1(1), 71. https://doi.org/10.24014/juring.v1i1.4912
Ennis, R. (2011). Critical thinking: reflection and perspective part i. Inquiry: Critical Thinking Across the Disciplines, 26(1), 4–18. https://www.pdcnet.org/pdc/bvdb.nsf/purchase?openform&fp=inquiryct&id=inquiryct_2011_0026_0001_0004_0018
Facione, P. a. (2023). Critical thinking : what it is and why it counts. Insight Assessment, ISBN 13: 978-1-891557-07-1., 1–28. https://www.insightassessment.com/CT-Resources/Teaching-For-and-About-Critical-Thinking/Critical-Thinking-What-It-Is-and-Why-It-Counts/Critical-Thinking-What-It-Is-and-Why-It-Counts-PDF
Hakim, D. L., & Erlita. (2022). Kemampuan berpikir kritis siswa mts dalam menyelesaikan masalah bangun datar segiempat. Jurnal Pembelajaran Matematika Inovatif, 5(4), 971–982. https://doi.org/10.22460/jpmi.v5i4.971-982
Iqliya, J. N., & Kustijono, R. (2019). Keefektifan media augmented reality untuk melatihkan keterampilan berpikir kritis siswa. Seminar Nasional Fisika (SNF) 2019, 19–25.
Meilindawati, R., Zainuri, Z., & Hidayah, I. (2023). Penerapan media pembelajaran augmented reality (ar) dalam pembelajaran matematika. JURNAL E-DuMath, 9(1), 55–62. https://doi.org/10.52657/je.v9i1.1941
Mira A, Joko S, N. C. (2018). Analisis keterampilan berpikir kritis siswa sekolah dasar pada pembelajaran matematika kurikulum 2013. Jurnal Penelitian Pendidikan, 35(1), 61–70. https://doi.org/https://doi.org/10.15294/jpp.v35i1.13529
Nurhayati, I., Pramono, K. S. E., & Farida, A. (2024). Keterampilan 4c (critical thinking, creativity, communication and collaboration) dalam pembelajaran ips untuk menjawab tantangan abad 21. Jurnal Basicedu, 8(1), 36–43. https://doi.org/10.31004/basicedu.v8i1.6842
Pasaribu, D. (2023). The impact of the merdeka curriculum on indonesia education. Edumaspul: Jurnal Pendidikan, 7(2), 3649–3654. https://doi.org/10.33487/edumaspul.v7i2.7003
Quratul A, & Adiyono. (2023). Implementation of an independent curriculum in supporting students’ freedom to create and learn. Journal of Scientific Research, Education, and Technology (JSRET), 2(3), 999–1008. https://doi.org/10.58526/jsret.v2i3.187
Rahayu, S., & Hakim, D. L. (2021). Deskripsi kemampuan representasi matematis siswa smp dalam menyelesaikan soal pada materi segi empat. Jurnal Pembelajaran Matematika Inovatif, 4(5), 1169–1180. https://doi.org/10.22460/jpmi.v4i5.1169-1180
Rohana, R., Syarifuddin, S., & Mutmainah, M. (2021). Analisis kemampuan berpikir kritis matematis siswa pada materi bangun datar segitiga dan segiempat. Jurnal Pendidik Indonesia (JPIn), 4(2), 54–69.
Satria, B., & Prihandoko, P. (2018). Implementasi metode marker based tracking pada aplikasi bangun ruang berbasis augmented reality. Sebatik, 19(1), 1–5. https://doi.org/10.46984/sebatik.v19i1.88
Susanto, D., Sihombing, S., Radjawane, M. M., & Wardani, A. K. (2021). Inspirasi pembelajaran yang menguatkan numerasi (pada mata pelajaran matematika untuk jenjang sekolah menengah pertama). In T. Hartini (Ed.), Kementerian Pendidikan Dan Kebudayaan (Vol. 1, Issue 1). Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi RI.
Triling, B., & Fadel, C. (2019). 21st century skills: learning for life in our times. Jossey-Bass.
Wahidin, A. D. C. (2021). Pengembangan multimedia pembelajaran interaktif dengan pendekatan rme menggunakan articulate storyline materi bangun ruang sisi datar pada siswa smp. Jurnal Cendikia : Jurnal Pendidikan Matematika, 5(02), 1439–1448. https://doi.org/10.56704/jirpm.v2i4.12856
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Muhammad Ridho Rahman
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
License and Copyright Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Journal of Honai Math Posting Your Article Policy at http://journalfkipunipa.org/index.php/jhm/about
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
Copyright
Authors who publish with Journal of Honai Math agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
