The Impact of Augmented Reality Integrated Mobile Learning on High School Students’ Creative Thinking Skills in Chemistry
DOI:
https://doi.org/10.21009/JRPK.161.09Keywords:
creative thinking, mobile learning, augmented reality, chemistry, conceptual modelAbstract
The aim of this study was to examine the Augmented Reality (AR) Integrated Mobile Learning for enhancing creative thinking skills in high school chemistry students. The research employed an experimental method, utilizing creative thinking tests as the data collection instrument. Both control and experimental groups were involved, comprising a total of 72 upper secondary school students studying chemistry. Data analysis included normality and homogeneity tests. The findings indicated a significant improvement in students’ creative thinking abilities. A conceptual model was developed, demonstrating that AR-integrated mobile learning could enhance creative thinking through several key factors: media characteristics, learning management, pedagogical principles, and technical aspects of the media. The study recommends incorporating technology skills from teachers, students, and available resources, which could potentially yield different outcomes. These findings imply that educational policymakers and curriculum developers should consider integrating AR-based mobile learning platforms into national chemistry curricula to systematically foster students' creative thinking skills in alignment with 21st-century learning demands.
References
Akpur, U. (2020). Critical, reflective, creative thinking and their reflections on academic achievement. Thinking Skills and Creativity, 37(August), 1–8. https://doi.org/10.1016/j.tsc.2020.100683
Al-hunaiyyan, A., Al-Sharhan, S., &; Alhajri, R. (2017). A New Mobile Learning Model in the Context of Smart Classroom Environment: International Journal of Interactive Mobile Technologies (IJIM), 11(3), 39–56. https://doi.org/https://doi.org/10.3991/ijim.v11i3.6186
Anwar, M. N., Aness, M., Khizar, A., Naseer, M., & Muhammad, G. (2012). Relationship of creative thinking with the academic achievements of secondary school students. International Interdisciplinary Journal of Education, 1(3), 1–4.
Barbota, B., Besançonc, M., &; Lubartd, T. (2015). Creative potential in educational settings: its nature, measure, and nurture. Education, 3(13), 1–11. https://doi.org/10.1080/03004279.2015.1020643
Beghetto, R. A., &; Kaufman, J. C. (2014). Classroom contexts for creativity. High Ability Studies, 25(1), 53–69. https://doi.org/10.1080/13598139.2014.905247
Belford, R., & Moore, E. B. (2016). ConfChem conference on interactive visualizations for Chemistry teaching and learning: An introduction. Journal of Chemical Education, 93(6), 1140–1141. https://doi.org/10.1021/acs.jchemed.5b00795
Berestova, A., Ermakov, D., Aitbayeva, A., Gromov, E., &; Vanina, E. (2021). Social networks to improve the creative thinking of students: How does it work? Thinking Skills and Creativity, 41(July), 100912. https://doi.org/10.1016/j.tsc.2021.100912
Bergquist, W., & Heikkinen, H. (1990). Student ideas regarding chemical equilibrium: What written test answers do not reveal. Journal of Chemical Education, 67(12), 1000. https://doi.org/10.1021/ed067p1000
Busquet, F., &; Vinken, M. (2019). The use of social media in scientific research and creative thinking. Toxicology in Vitro, 59(January), 51–54. https://doi.org/10.1016/j.tiv.2019.04.006
Cai, S., Wang, X., &; Chiang, F. K. (2014). A case study of Augmented Reality simulation system application in a chemistry course. Computers in Human Behavior, 37, 31–40. https://doi.org/10.1016/j.chb.2014.04.018
Chan, Z. C. Y. (2012). Role-playing in the problem-based learning class. Nurse Education in Practice, 12(1), 21–27. https://doi.org/10.1016/j.nepr.2011.04.008
Chan, Z. C. Y. (2013). Drawing in nursing PBL. Nurse Education Today, 33(8), 818–822. https://doi.org/10.1016/j.nedt.2012.02.018
Chang, R.-C., &; Chung, L.-Y. (2018). Integrating augmented reality technology into subject teaching: The implementation of an elementary science curriculum. Frontier Computing, Lecture Notes in Electrical Engineering, 464, 187–195. https://doi.org/10.1007/978-981-10-3187-8
Cicirelli, V. G. (1965). Form of the relationship between creativity, IQ, and academic achievement. Journal of Educational Psychology, 56(6), 303–308. https://doi.org/10.1037/h0022792
Dawley, L., & Dede, C. (2014). Situated Learning in Virtual Worlds and Immersive Simulations. In Handbook of Research on Educational Communications and Technology (pp. 723–734). https://doi.org/10.1007/978-1-4614-3185-5
de Quadros, A. L., da-Silva, D. C., Silva, F. C., de Andrade, F. P., Aleme, H. G., Tristão, J. C., Oliveira, S. R., Santos, L. J., &; de Freitas-Silva, G. (2011). The knowledge of chemistry in secondary education: Difficulties from the teachers’ viewpoint. Educacion Quimica, 22(3), 232–239. https://doi.org/10.1016/s0187-893x(18)30139-3
He, S. B., & Diniz, J. A. (2014). Towards an enhanced learning management system for blended learning in higher education incorporating distinct learners’ profiles. Educational Technology &; Society, 17(1), 307–319.
Hunaepi, H., & Suharta, I. G. P. (2024). Transforming education in Indonesia: The impact and challenges of the Merdeka Belajar curriculum. Path of Science, 10(6), 5026–5039. https://doi.org/10.22178/pos.105-31
Fan, X., &; Zhong, X. (2022). Artificial intelligence-based creative thinking skill analysis model using human–computer interaction in art design teaching. In Computers and Electrical Engineering (Vol. 100). https://doi.org/10.1016/j.compeleceng.2022.107957
Faridi, H., Tuli, N., Mantri, A., Singh, G., &; Gargrish, S. (2021). A framework utilizing augmented reality to improve critical thinking ability and learning gain of the students in Physics. Computer Applications in Engineering Education, 29(1), 258–273. https://doi.org/10.1002/cae.22342
Fredagsvik, M. S. (2023). The challenge of supporting creativity in problem-solving projects in science: A study of teachers’ conversational practices with students. Research in Science and Technological Education, 41(1), 289–305. https://doi.org/10.1080/02635143.2021.1898359
Gamboa-Ramos, M., Gómez-Noa, R., Iparraguirre-Villanueva, O., Cabanillas-Carbonell, M., & Salazar, J. L. H. (2021). Mobile application with augmented reality to improve learning in Science and Technology. International Journal of Advanced Computer Science and Applications, 12(10), 487–492. https://doi.org/10.14569/IJACSA.2021.0121055
Getzels, J. W., & Jackson, P. W. (1962). Creativity and intelligence: Explorations with gifted students. In AAUP Bulletin (Vol. 48, Issue 2, p. 186). https://doi.org/10.2307/40223437
Gralewski, J., & Karwowski, M. (2012). Creativity and school grades: A case from Poland. Thinking Skills and Creativity, 7(3), 198–208. https://doi.org/10.1016/j.tsc.2012.03.002
Gregory, E., Hardiman, M., Yarmolinskaya, J., Rinne, L., & Limb, C. (2013). Building creative thinking in the classroom: From research to practice. International Journal of Educational Research, 62, 43–50. https://doi.org/10.1016/j.ijer.2013.06.003
Hanggara, Y., Qohar, A., & Sukoriyanto. (2024). Current trends in augmented reality to improve senior high school students' skills in Education 4.0: A systematic literature review. Open Education Studies, 6(1). https://doi.org/10.1515/edu-2024-0053
Holstermann, N., Grube, D., &; Bögeholz, S. (2010). Hands-on activities and their influence on students’ interest. Research in Science Education, 40(5), 743–757. https://doi.org/10.1007/s11165-009-9142-0
Hunaepi, H., & Suharta, I. G. P. (2024). Transforming education in Indonesia: The impact and challenges of the Merdeka Belajar curriculum. Path of Science, 10(6), 5026–5039. https://doi.org/10.22178/pos.105-31
Hung, W., Jonassen, D. H., & Liu, R. (2008). Problem-based learning. In Handbook of Research on Educational Communications and Technology (Issue 3, pp. 485–506). Mahwah, NJ: Erlbaum. https://doi.org/10.4324/9780203880869.ch38
Iordache, D. D., Pribeanu, C., &; Balog, A. (2012). Influence of specific ar capabilities on the learning effectiveness and efficiency. Studies in Informatics and Control, 21(3), 233–240. https://doi.org/10.24846/v21i3y201201
James, M. A. (2015). Managing the Classroom for Creativity. Creative Education, 06(10), 1032–1043. https://doi.org/10.4236/ce.2015.610102
Kienitz, E., Quintin, E. M., Saggar, M., Bott, N. T., Royalty, A., Hong, D. W. C., Liu, N., Chien, Y. hsuan, Hawthorne, G., &; Reiss, A. L. (2014). Targeted intervention to increase creative capacity and performance: A randomized controlled pilot study. Thinking Skills and Creativity, 13, 57–66. https://doi.org/10.1016/j.tsc.2014.03.002
Liu, C. C., & Tsai, C. C. (2008). An analysis of peer interaction patterns as discoursed by online small group problem-solving activity. Computers and Education, 50(3), 627–639. https://doi.org/10.1016/j.compedu.2006.07.002
Marzano, R. J., &; Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6–13.
Nasir, M., &; Fakhruddin, Z. (2023). Design and analysis of multimedia mobile learning based on augmented reality to improve achievement in physics learning. International Journal of Information and Education Technology, 13(6), 993–1000. https://doi.org/10.18178/ijiet.2023.13.6.1897
Nasser, R., Cherif, M., & Romanowski, M. (2021). Factors that impact student usage of the learning management system in Qatari Schools. International Review of Research in Open and Distributed Learning Factors, 12(6), 38–62.
Nguyen, Q. (2024). Application of augmented reality in chemistry education: A systemic review based on bibliometric analysis from 2002 to 2023. International Journal of Education in Mathematics, Science and Technology, 12(6), 1415–1434. https://doi.org/10.46328/ijemst.4265
Nurdiana, H., Sajidan, &; Maridi. (2020). Creative thinking skills profile of junior high school students in science learning. Journal of Physics: Conference Series, 1567(2), 1–7. https://doi.org/10.1088/1742-6596/1567/2/022049
Nurhayati, Rusdi, &; Isfaeni, H. (2022). The application of mobile augmented reality to improve learning outcomes in senior high schools. International Journal of Information and Education Technology, 12(7), 691–695. https://doi.org/10.18178/ijiet.2022.12.7.1672
OECD. (2023). PISA 2022 results (Volume III): Creative minds, creative schools. OECD Publishing. https://doi.org/10.1787/765f0fu4-en
Rahman, A., Masitoh, S., &; Mariono, A. (2022). Collaborative learning to improve creative and critical thinking skills: From research design to data analysis. International Journal of Educational Review, 10(1), 79–96. https://doi.org/10.21608/pshj.2022.250026
Ritter, S. M., Gu, X., Crijns, M., &; Biekens, P. (2020). Fostering students’ creative thinking skills by means of a one-year creativity training program. PLOS ONE, 15(3), 1–18. https://doi.org/10.1371/journal.pone.0229773
Ritter, S. M., &; Mostert, N. (2017). Enhancement of creative thinking skills using a cognitive-based creativity training. Journal of Cognitive Enhancement, 1(3), 243–253. https://doi.org/10.1007/s41465-016-0002-3
Ripsam, M., & Nerdel, C. (2024). Augmented reality for chemistry education to promote the use of chemical terminology in teacher trainings. Frontiers in Psychology, 13, 1037400. https://doi.org/10.3389/fpsyg.2022.1037400
Rizaldi, D. R., & Fatimah, Z. (2023). Merdeka curriculum: Characteristics and potential in education recovery after the COVID-19 pandemic. International Journal of Curriculum and Instruction, 15(1), 260–271.
Roopa, A. N., &; Taj, H. (2021). Effectiveness of mobile learning technology on collaborative skills of IX standard students. International Journal of Creative Research Thoughts (IJCRT), 9(12), 303–307.
Saptenno, A. E., Tuaputty, H., Rumahlatu, D., &; Papilaya, P. M. (2019). The improvement of learning motivation and creative thinking skills of senior high school students through a modified problem-based learning model. Journal for the Education of Gifted Young Scientists, 7(4), 1175–1194. https://doi.org/10.17478/jegys.597519
Sawyer, R. K. (2004). Creative teaching: Collaborative discussion as disciplined improvisation. Educational Researcher, 33(2), 12–20. https://doi.org/10.3102/0013189X033002012
Scardamalia, M., &; Bereiter, C. (2014). Knowledge building and knowledge creation: Theory, pedagogy, and technology. In The Cambridge Handbook of the Learning Sciences, Second Edition. https://doi.org/10.1017/CBO9781139519526.025
Sugiyanto, F. N., Masykuri, M., &; Muzzazinah. (2018). Analysis of senior high school students’ creative thinking skills profile in Klaten regency. Journal of Physics: Conference Series, 1006(1), 0–5. https://doi.org/10.1088/1742-6596/1006/1/012038
Sulistina, O., Tiara, F. A., &; Habiddin, H. (2021). Chemical literacy skills on competencies and attitude aspects of senior high school students. AIP Conference Proceedings, 2330(March), 1–7. https://doi.org/10.1063/5.0043343
Swarat, S., Ortony, A., & Revelle, W. (2012). Activity matters: Understanding student interest in school science. Journal of Research in Science Teaching, 49(4), 515–537. https://doi.org/10.1002/tea.21010
Treffinger, D. J., Young, G. C., Selby, E. C., & Shepardson, C. (2002). Assessing creativity: A guide for educators. In THE NATIONAL RESEARCH CENTER ON THE GIFTED AND TALENTED (Issue December). http://www.eric.ed.gov/ERICMLNFS-ARPortal/detail?accno=ED505548%0Ahttp://dx.doi.org/10.1007/s41465-016-0002-3
Wannapiroon, P., & Pimdee, P. (2022). Thai undergraduate science, technology, engineering, arts, and math creative thinking and innovation skill development: A conceptual model using a digital virtual learning environment. Education and Information Technologies, 27, 5689–5716. https://doi.org/10.1007/s10639-021-10849-w
Wang, M., Wu, B., Kinshuk, Chen, N. S., & Spector, J. M. (2013). Connecting problem-solving and knowledge-construction processes in a visualization-based learning environment. Computers and Education, 68, 293–306. https://doi.org/10.1016/j.compedu.2013.05.004
Xiong, Z., Liu, Q., &; Huang, X. (2022). The influence of digital educational games on preschool Children’s creative thinking. In Computers and Education (Vol. 189). https://doi.org/10.1016/j.compedu.2022.104578
Yayuk, E., Purwanto, As’Ari, A. R., &; Subanji. (2020). Primary school students’ creative thinking skills in mathematics problem solving. European Journal of Educational Research, 9(3), 1281–1295. https://doi.org/10.12973/eu-jer.9.3.1281
Zygmont, D. M., &; Schaefer, K. M. (2006). Assessing the critical thinking skills of faculty: What do the findings mean for nursing education? Nursing Education Perspective, 27(5), 260–268.
