The Elements of Computational Thinking in Learning Geometry by Using Augmented Reality Application

Abstract

Augmented Reality (AR) technology has now become a growing trend within the education field. It has the capability to combine both digital and reality world that subsequently leads to the emergence of new possibilities in im-proving the quality of teaching and learning activities. The objective of this research is mainly to analyse the Computational thinking elements in solving Geometry topic after the intervention of AR application. Qualitative data analysis was employed as the research methodology of this study that in-volved interview protocol with 10 pupils enrolled in Form 1 Mathematics class at one of the selected schools in Johor Bahru, Malaysia. Content analy-sis was then administered using the ATLAS.Ti Version 8 software to identify the codes, themes, and meaning conveyed by the pupils’ answers in the Computational thinking test. Based on the interview and Computational thinking assessment show the pupils’ ability to solve Geometrical problems using Computational thinking elements. The researcher found that Computa-tional thinking elements do exist in problem solving pertaining to the topic of Geometry. However, the order of usage of these Computational thinking el-ements differs among the pupils. This leads to the conclusion that pupils who utilise the AR application with Computational thinking successfully solve Geometrical problems through the help of the Geometrical thinking process that comprises the elements of Abstraction, Generalisation, Decomposition, Algorithmic, and Debugging.

STEM Productive Learning of Lower Secondary School in Southern Zone, Malaysia

“…These findings are supported by two studies, namely Lai and Ruhizan (2022) and Wilson and Narasuman (2020), which found that teachers' knowledge and design thinking skills were low and that there was lack of technology usage. Therefore, Hanid et al (2022) argued that the use of currently available technology can help teachers' problem-solving skills in teaching and learning.…”

“…Furthermore, according to Song (2019), by integrating technology into constructive student activities, they would be able to explore learning independently. In fact, research carried out by Abdul Hanid et al (2022) has proven that technology is not only a teaching aid but can also be integrated to solve problems in teaching and learning. The resulting behaviour makes it easier for teachers to measure how students transfer knowledge and skills to solve problems (Reynders et al, 2020).…”

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“…Dalam jenjang Sekolah Dasar (SD) salah satu materi yang dipelajarinya yaitu geometri, dimana geometri ini mempelajari tentang bentuk, garis dan ruang yang dapat ditempati (Hanid, 2022;Hershkowitz, 2020;Indasari & Ratna, 2019). Pembelajaran matematika pada geometri ini mempelajari tentang bidang, bangun datar, bangun ruang, kesebangunan, semi putar, semi lipat, garis, sudut dan kongruens (Nafi'ah & Indrawati, 2019).…”