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.
This study was conducted to identify elements (teaching activities) that teachers can engage with involving a combination of M-learning methods with Problem-Based Learning methods (M-PBL). This study was conducted using the Nominal Group Technique (NGT) involving 11 experts with various fields of expertise such as mathematics education, educational technology, M-learning, pedagogy and the curriculum as well as primary school mathematics education teachers. The analysis of the findings was carried out using descriptive statistics (percentages) to determine the priority and ranking for each teaching activity. The findings show that overall, there are 30 relevant M-PBL teaching activities that can be carried out by teachers. The findings also show that teachers sharing the learning objectives that the pupils need to achieve using learning applications that are available on mobile devices (98%) ranked first while the teacher classifying the information obtained from each group according to priority through learning applications available on mobile devices (75%) ranked last. In conclusion, this study shows that both methods can be combined to form a new teaching method in the current 4.0 education era.
In this article, researchers conducted a study that integrates Augmented Reality application with Computational Thinking into Geometry Topics. Three variables were measured, Computational Thinking, Visualisation Skills and Geometry Topic achievement. The study was implemented with 124 students in two different schools using quasi-experimental study design. The t-test analysis was performed to see the differences before and after the intervention between the control and treatment groups. Next, a MANCOVA was conducted to see the effectiveness of the intervention in more depth on Computational Thinking, Visualisation Skills and Geometry Topic achievement after controlling for existing knowledge factors. The results show that there is a positive effect of teaching methods using Augmented Reality applications with Computational Thinking for students in the improvement of Computational Thinking, Visualisation Skills and Geometry Topic achievement. Moreover, the results of the MANCOVA show that overall, teaching methods using Augmented Reality applications with Computational Thinking are factors in the improvement of Computational Thinking scores, Visualisation Skills and Geometry Topic achievement, which means the students’ existing knowledge did not affect the results of the three dependent variables. In conclusion, this study proposed that the Computational Thinking approach with Augmented Reality application can improve Computational Thinking, Visualisation Skills and Geometry Topic achievement among students.
Sciences, Technology, Engineering, Mathematics Productive Learning (STEMPL) is an initiative of the Ministry of Education (MoE) to promote creative teaching and learning among STEM teachers, with the ultimate goal of producing students who can think creatively, systematically, and logically in problem-solving. Therefore, this study aims to identify the level of STEMPL practices among STEM teachers in lower secondary schools in the Southern Zone, Malaysia. The differences in STEMPL practices are also examined according to the subjects taught and the relationship of STEMPL practices based on the teaching experiences of the STEM teachers. A survey design was used in this study, applying a quantitative approach. A total of 556 STEM teachers who teach Science, Design and Technology, Computer Science, and Mathematics at the lower secondary level were selected using stratified random sampling techniques. Data were collected using a questionnaire developed by researchers, proven valid and highly reliable for measuring STEMPL practices among STEM teachers. SPSS 23 was used to analyse the data. The findings showed that the overall level of STEMPL practices among STEM teachers were moderate. The analysis also found significant differences in STEMPL practices based on the subjects taught and no significant relationship between STEMPL practices and teaching experience of the STEM teachers. These findings provide input to stakeholders that the STEMPL practices of STEM teachers need improvement in order to realise the education aspirations in Malaysia. Suggestions to improve existing practices are also provided to guide stakeholders in planning, implementing, and evaluating effective strategies.
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