The critical thinking ability of junior high school students in numeracy learning assisted by augmented reality on the topic of rectangular prisms
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Resumo
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.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Honai Math, v. 8, n. 2, p. 241-258
- Editora
- Universitas Papua
- Ano
- 2025 (2025-08)
- Idioma
- en
- Palavras-chave
- augmented reality; critical thinking; mathematics education
- Temas
- Pensamento Computacional
- DOI
- 10.30862/jhm.v8i2.839
- ISSN
- 2615-2185, 2615-2193
- Acesso
- Acesso aberto
- Fontes
- DOAJ — Directory of Open Access Journals
- Na Biblioteca desde
- 01/11/2026 · verificada em 01/11/2026
Como citar
ABNT
RAHMAN, Muhammad Ridho; MERYANSUMAYEKA. The critical thinking ability of junior high school students in numeracy learning assisted by augmented reality on the topic of rectangular prisms. Journal of Honai Math, v. 8, n. 2, p. 241-258, 2025. DOI: https://doi.org/10.30862/jhm.v8i2.839.
APA
Rahman, M. R., & Meryansumayeka, (2025). The critical thinking ability of junior high school students in numeracy learning assisted by augmented reality on the topic of rectangular prisms. Journal of Honai Math, 8(2), 241-258. https://doi.org/10.30862/jhm.v8i2.839
BibTeX
@article{rahman2025,
author = {Rahman, Muhammad Ridho and Meryansumayeka},
title = {The critical thinking ability of junior high school students in numeracy learning assisted by augmented reality on the topic of rectangular prisms},
year = {2025},
journal = {Journal of Honai Math},
volume = {8},
number = {2},
pages = {241-258},
publisher = {Universitas Papua},
doi = {10.30862/jhm.v8i2.839},
language = {en}
}RIS
TY - JOUR AU - Rahman, Muhammad Ridho AU - Meryansumayeka TI - The critical thinking ability of junior high school students in numeracy learning assisted by augmented reality on the topic of rectangular prisms PY - 2025 JO - Journal of Honai Math VL - 8 IS - 2 SP - 241 EP - 258 DO - 10.30862/jhm.v8i2.839 LA - en ER -
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