Interactive Visualization for Geometry Learning: The Impact of Augmented Reality on Students' Critical Thinking Skills
- 1Sultan Ageng Tirtayasa University
Abstract
Students' critical thinking skills in geometry learning remain low due to the lack of visual media that can represent abstract concepts interactively and concretely. Conventional approaches often fail to stimulate students' cognitive engagement with geometric materials. This study aims to examine the impact of Augmented Reality (AR)-based media on enhancing students' critical thinking skills in geometry. A quasi-experimental method with a pretest-posttest control group design was employed, involving junior high school students in both experimental and control classes. The results revealed a significant improvement in the critical thinking abilities of students in the experimental class, particularly in the indicators of analysis and evaluation. It is concluded that AR visualization effectively supports a deeper and more critical understanding of geometry concepts. This study implies the importance of integrating AR technology into mathematics education to improve students' cognitive abilities and active learning.
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BibTeX
@article{pujiastuti2026interactive,
title = {{Interactive Visualization for Geometry Learning: The Impact of Augmented Reality on Students' Critical Thinking Skills}},
author = {Heni Pujiastuti and Rudi Haryadi},
journal = {Kreano: Jurnal Matematika Kreatif-Inovatif},
year = {2026},
month = jun,
doi = {10.15294/kreano.v17i1.31435},
url = {https://doi.org/10.15294/kreano.v17i1.31435},
note = {CC BY-SA},
}
RIS
TY - JOUR
TI - Interactive Visualization for Geometry Learning: The Impact of Augmented Reality on Students' Critical Thinking Skills
AU - Heni Pujiastuti
AU - Rudi Haryadi
PY - 2026
DA - 2026/06/01
JO - Kreano: Jurnal Matematika Kreatif-Inovatif
DO - 10.15294/kreano.v17i1.31435
UR - https://doi.org/10.15294/kreano.v17i1.31435
AB - Students' critical thinking skills in geometry learning remain low due to the lack of visual media that can represent abstract concepts interactively and concretely. Conventional approaches often fail to stimulate students' cognitive engagement with geometric materials. This study aims to examine the impact of Augmented Reality (AR)-based media on enhancing students' critical thinking skills in geometry. A quasi-experimental method with a pretest-posttest control group design was employed, involving junior high school students in both experimental and control classes. The results revealed a significant improvement in the critical thinking abilities of students in the experimental class, particularly in the indicators of analysis and evaluation. It is concluded that AR visualization effectively supports a deeper and more critical understanding of geometry concepts. This study implies the importance of integrating AR technology into mathematics education to improve students' cognitive abilities and active learning.
SN - 2086-2334
SN - 2442-4218
ER -