Spatial and problem-solving skill are two essential skills that are needed by students to deal with the industrial revolution 4.0. Spatial and problem-solving skills certainly are not genetically obtained but are the result of a long learning process. Augmented reality technology is one of the solutions to improve problem-solving and spatial skills. The purpose of this study is to explain why AR can improve problem-solving and spatial skills based on the study of theory and results from previous research. The method used is a literature review. Data was obtained from scientific journals and books that have been published in reputable publishers. The results show that augmented reality can improve problem-solving and spatial skill because there are interrelated relationships between these two skills and augmented reality which is a technology that combines the real world and cyberspace that has been tested in several studies which can improve both of these skills.
Although students' problem-solving and critical thinking skills have been set as the main goal of the mathematics subject, the results tend to be unsatisfactory. This study aims to improve students' mathematical problem-solving and critical thinking skills using problem-based learning (PBL). A quasi-experimental design was utilized in this study which involved 78 (31 males and 47 females) fifth-grade students as the sample. The students were divided into two groups, namely the experimental group (n = 39) and the control group (n = 39). This study was conducted in an Indonesian elementary school in its first semester of the 2019/2020 school year. The Problem-Solving Skills Test (PSST) and Critical Thinking Skills Test (CTST) were administered to obtain the data. One-Way MANOVA and ANOVA tests were used to analyze the data at a significance level of .05. The results showed that students in the experimental group had higher post-test scores compared to the control group in terms of mathematical problem-solving and critical thinking skills. Thus, it can be concluded that PBL effectively promoted fifth-grade students' problem-solving and critical thinking skills.
The skills that need to be possessed by teachers, especially mathematics teachers in the revolution 4.0 to deal with 21st century students include critical, creative, collaborative and communicative. Another skill needed is mathematical literacy. The aim of this research is to examine how the relationship between mathematical literacy and student`s creative thinking abilities. In this study, mathematical literacy has three aspects, namely interpret problems, formulate problems, and use mathematics inside solve the problem. And, creative thinking abilities has 4 aspect, namely fluency, flexibility, originality and elaboration. The type of the research using correlation ex-post facto research which the researcher does not give treatment to the respondent so that this study only reveals the variable as it is without connecting with other variables. Population used is all first semester students in the 2018/2019 academic year at Ahmad Dahlan University, which numbered 315 people with a total sample of 206 people. Technique data collection carried out in this study is data on mathematical literacy and student’s creative thinking abilities taken by distributing test instruments and interview. Test description is tested as much as 5 items which is a matter of mathematical literacy and creative thinking ability. Data analysis using regresion analysis and correlation coefficient test using Pearson product moment correlation technique. The results of the study indicates there is significant relationship between literacy skills mathematics with creative thinking of students.
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