Students’ Creative Thinking Ability Using Project-Based Learning based on Augmented Reality (AR)

Abstract

Education aims to enhance students’ mathematical abilities in alignment with the demands of the 21st century. Essential to these contemporary skills are the 4C competencies, among which is the capacity for creative thinking - a fundamental skill enabling students to critically analyze problems and devise various innovative solutions. This study endeavors to assess whether the application of Project-Based Learning (PjBL) combined with Augmented Reality (AR) enhances creative thinking abilities more effectively than PjBL alone. Employing a quasi-experimental research design, two distinct classes were subjected to different instructional treatments. The study participants comprised eighth-grade junior high school students, with each class consisting of 140 students, divided into control and experimental groups. The research instrument utilized was a test assessing mathematical creative thinking abilities. Data analysis commenced with prerequisite tests for normality and homogeneity, followed by hypothesis testing using the t-test, facilitated by SPSS 21 software. The findings revealed that that there is an influence on students’ creative thinking abilities in using PjBL using AR than PjBL without AR. This underscores the efficacy of Augmented Reality (AR) media in cultivating the creative thinking abilities of junior high school students, particularly in geometric contexts. The positive impact of PjBL augmented with AR can be attributed to the immersive nature of AR technology, which encourages students to engage creatively with projects, thereby enhancing their capacity for innovative problem-solving.