Indonesia Analyzing Students' Critical Thinking Skills in Geometry Learning through Augmented Reality: An Evaluation Using the Technology Acceptance Model.

Fakhrur Rozi, Pujiriyanto Pujiriyanto, Aulya Sani, Tengku Hamid Darmawan, Puja Asti Ananta, Farah Adibah, Fertasari Fertasari, Siti Vera Lestari, Ais Kumila, Irwan Umbu Sebu, Maria Shelyn FobiaQ218 April 2026Afiliasi: ID, MY

Abstrak

<ns3:p>Background Technological innovation continues to transform mathematics education by creating new opportunities to improve students’ higher-order thinking skills and engagement. Augmented Reality (AR) has emerged as a promising learning tool in geometry education. This study examines the relationship between students’ critical thinking skills and their acceptance of AR-based learning using the Technology Acceptance Model (TAM). Methods A quantitative survey was conducted with 234 junior high school students from 13 schools in Yogyakarta, Indonesia. Data were analyzed using Structural Equation Modeling (SEM) to examine the relationships among variables in the Technology Acceptance Model framework, while Fuzzy C-Means Clustering was used to identify patterns in students’ technology adoption. Results The findings indicate that critical thinking skills significantly influence perceived usefulness and perceived ease of use of Augmented Reality-based learning applications. These perceptions subsequently affect students’ actual usage of the technology in geometry learning. Conclusions The results suggest that cognitive abilities, particularly critical thinking, play an important role in shaping students’ acceptance of educational technology. This study extends the Technology Acceptance Model by integrating critical thinking as a cognitive factor that supports the adoption of emerging technologies in mathematics learning.</ns3:p>

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