Integrating Augmented Reality in Mathematics Learning to Improve Critical Thinking Skills of Elementary School Students

Ady Akbar; Tatang Herman; Didi Suryadi; . Mursalim; . Alman; Elpri Darta Putra; Jusuf Blegur

doi:10.28991/ESJ-2025-09-02-014

Authors

Ady Akbar 1) Universitas Pendidikan Indonesia, Dr. Setiabudhi Street, No. 229, Bandung, 40154, Indonesia. 2) Universitas Sawerigading, Kandea Street, No. 127, Makassar, 90156, Indonesia.
Tatang Herman
tatangherman@upi.edu
Universitas Pendidikan Indonesia, Dr. Setiabudhi Street, No. 229, Bandung, 40154,, Indonesia https://orcid.org/0000-0002-5932-198X
Didi Suryadi Universitas Pendidikan Indonesia, Dr. Setiabudhi Street, No. 229, Bandung, 40154,, Indonesia
. Mursalim Universitas Pendidikan Muhammadiyah Sorong, K. H. Ahmad Dahlan Street, No. 1, Sorong, 98418,, Indonesia
. Alman Universitas Pendidikan Muhammadiyah Sorong, K. H. Ahmad Dahlan Street, No. 1, Sorong, 98418,, Indonesia
Elpri Darta Putra Universitas Islam Riau, Kaharuddin Nst Street, No. 113, Pekanbaru, 28284,, Indonesia
Jusuf Blegur Universitas Kristen Artha Wacana, Adisucipto Street, No. 147, Kupang, 85228,, Indonesia

Vol. 9 No. 2 (2025): April

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This study aims to examine the effect of Augmented Reality (AR) technology-assisted learning on the critical thinking skills (CTS) of elementary school students in mathematics. A quantitative research approach was employed, using a post-test-only control group design involving 61 fifth-grade students with an average age of 11 years. The experimental group ( = 31) received AR-assisted instruction, while the control group ( = 30) received conventional teaching on the topic of spatial volume. Following a three-session intervention, data on students' CTS were collected through six descriptive test items, developed based on Facione's essential indicators of critical thinking. The instruments demonstrated content validity (0.736), face validity (0.645), and a reliability coefficient of 0.86. Data analysis included both descriptive statistics and inferential analysis using an independent samples t-test at a 5% significance level. The findings revealed a significant difference in CTS between students taught with AR-assisted learning and those taught using conventional methods, indicating that AR-supported instruction positively influences elementary students' critical thinking skills. However, two specific indicators”evaluation and inference”remained low across both groups. Therefore, future research should qualitatively explore these two dimensions to better understand how teachers can utilize AR technology to enhance students' evaluative and inferential thinking abilities.

Doi: 10.28991/ESJ-2025-09-02-014

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Akbar, A., Herman, T., Suryadi, D., Mursalim, ., Alman, ., Putra, E. D., & Blegur, J. (2025). Integrating Augmented Reality in Mathematics Learning to Improve Critical Thinking Skills of Elementary School Students. Emerging Science Journal, 9(2), 764–779. https://doi.org/10.28991/ESJ-2025-09-02-014

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Integrating Augmented Reality in Mathematics Learning to Improve Critical Thinking Skills of Elementary School Students

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Integrating Augmented Reality in Mathematics Learning to Improve Critical Thinking Skills of Elementary School Students

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