The The Critical Thinking Ability of Junior High School Students in Numeracy Learning Assisted by Augmented Reality on the Topic of Rectangular Prisms
Keywords:
Critical Thinking, Numeracy Learning, Augmented Reality, Rectangular Prisms, Mathematics EducationAbstract
This study aims to describe the critical thinking ability of junior high school students in numeracy learning assisted by Augmented Reality (AR) technology on the topic of rectangular prisms. Critical thinking is an essential 21st-century skill that involves interpretation, analysis, evaluation, and inference. However, based on the PISA 2019 survey, Indonesian students ranked 74th out of 79 countries in mathematical literacy, indicating the need for innovative teaching approaches. AR technology was utilized in this study to enhance students' understanding and engagement in learning. The research employed a descriptive qualitative approach involving 29 students from Class VIII.6 of SMP Negeri 57 Palembang. Data were collected through written tests and interviews, using Facione's critical thinking indicators to evaluate students' abilities. The results revealed that students demonstrated a moderate level of critical thinking ability, with an average score of 66.62. The percentages of achievement for each indicator were as follows: interpretation (87.06%), analysis (61.20%), evaluation (66.37%), and inference (51.72%). The findings suggest that the use of AR technology enables students to visualize three-dimensional geometric shapes interactively, which enhances their understanding and engagement. It is recommended that AR technology be applied to other mathematical topics to further develop students' critical thinking skills and improve learning outcomes.
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