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

Hanid, Mohd Fadzil Abdul; Said, Mohd Farid Muhamad; Yahaya, Noraffandy; Abdullah, Zaleha

doi:10.3991/ijim.v16i02.27295

Cited by 4 publications

(3 citation statements)

References 35 publications

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“…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.…”

Section: Discussionmentioning

confidence: 99%

“…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).…”

Section: Literature Reviewmentioning

confidence: 99%

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

Nasir

Talib²,

Latif³

et al. 2023

IJLTER

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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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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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

Nasir

Talib²,

Latif³

et al. 2023

IJLTER

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show abstract

“…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).…”

Section: Pendahuluanunclassified

Pengembangan Media Pembelajaran Flipbook Matematika Materi Bangun Datar Kelas IV Sekolah Dasar

Cahyani,

Fuadiah,

Surmilasari

2023

JIPM

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Materi Bangun Datar merupakan salah satu materi yang membutuhkan media pendukung dengan visualisasi yang tepat. Pada penelitian ini bertujuan untuk mengembangkan media pembelajaran flipbook matematika materi bangun datar kelas 4 sekolah dasar yang valid, praktis, dan untuk mengetahui efektivitas media pembelajaran flipbook matematika materi bangun datar yang telah dikembangkan. Berdasarkan pada hasil observasi dan wawancara yang peneliti lakukan dengan guru di kelas IVA Sekolah Dasar Negeri 195 Palembang, minimnya pemahaman peserta didik dalam materi bangun datar karena hanya terfokus dengan buku saja dan kurangnya pemanfaatan teknologi pada pendidik saat pembelajaran berlangsung. Sehingga membutuhkan media pembelajaran pada saat pembelajaran berlangsung untuk membantu peserta didik agar lebih aktif, termotivasi saat belajar, dan tidak mudah merasa bosan. Penelitian ini termasuk dalam penelitian dan pengembangan yang mengacu pada model pengembangan 4D. Terdapat empat tahap pada model 4D yaitu Define (Pendefinisian), Design (Perencanaan), Development (Pengembangan), dan Disseminate (Penyebaran). Berdasarkan hasil validasi pakar (expert review) rata-rata sebesar 86,18% dengan kriteria "sangat valid". Berdasarkan hasil uji skala kecil dan uji skala besar memperoleh rata-rata sebesar 92,54% dengan kriteria "sangat praktis". Berdasarkan hasil tes peserta didik mencapai nilai rata-rata sebesar 91, 35% dengan kriteria "sangat efektif". Berdasarkan dari hasil presentasi di atas menunjukkan bahwa media pembelajaran flipbook matematika materi bangun datar yang dikembangkan dapat digunakan dalam proses pembelajaran matematika materi bangun datar.

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Exploring the Benefits and Drawbacks of AR and VR Technologies for Learners of Mathematics: Recent Developments

Çevikbaş

Bulut

Kaiser

2023

Systems

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Despite the growing interest in the field, the overall impact of augmented reality (AR) and virtual reality (VR) on mathematics learning remains unclear, with previous studies reporting mixed results. Moreover, to date, no systematic review has evaluated the potential of AR/VR in mathematics education, including its benefits and drawbacks for learners. To address this gap, the present systematic literature review aims to identify research trends, determine characteristics and methodologies, and explore the potential benefits and drawbacks of AR/VR technologies in mathematics learning based on existing empirical studies. In accordance with the PRISMA guidelines, we analyzed 59 peer-reviewed journal articles published in English that focused on AR/VR implementation in mathematics education. The review determined that geometry was the most widely studied topic of mathematics, with several studies focusing on the use of AR/VR to assist students with learning disabilities. The present review offers evidence for the potential of AR/VR potential in consolidating learners’ socio-emotional, cognitive/meta-cognitive, and pedagogical development in mathematics learning. Nevertheless, a few issues, including technological glitches, cost, start-up effort, health issues, and unfamiliarity with AR/VR, pose challenges to the successful application of AR/VR in the classroom. This systematic review contributes to the existing body of knowledge in the field and recommends avenues for future research.

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

Cited by 4 publications

References 35 publications

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

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

Pengembangan Media Pembelajaran Flipbook Matematika Materi Bangun Datar Kelas IV Sekolah Dasar

Exploring the Benefits and Drawbacks of AR and VR Technologies for Learners of Mathematics: Recent Developments

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