Obstacles to Learning Using Augmented Reality Technology in the Independent Curriculum and Middle School Students’ Perceptions of Critical Thinking Ability

Abstract

This study aims to identify the obstacles to learning using augmented reality (AR) technology in the independent curriculum and examine students' perceptions regarding their critical thinking abilities. This research employs a descriptive approach. Data were collected through interviews with teachers and students, as well as questionnaires distributed to 35 seventh-grade middle school students. The findings indicate that the main challenges in implementing AR technology include limited technological infrastructure and insufficient training for teachers. Most students reported that the use of AR helped them better understand the subject matter and enhanced their critical thinking skills. Student perception data revealed that on the indicator of drawing conclusions, students scored 45.70%; for generating assumptions, 42.90%; for deduction, 42.90%; for interpreting information, 45.70%; and for analyzing arguments, 40.00%. However, 57.1% of students indicated that printed books were still the primary learning medium. Furthermore, 97.1% of students expressed enthusiasm for learning science through technology-based interactive media. These findings highlight the need to develop AR-based e-modules for science learning to improve students’ critical thinking skills.