Students' creative thinking ability assisted augmented reality based on visualizer-verbalizer cognitive style

Ayu Faradillah, Annisa Maulida


Creativity is the highest order of thinking, which leads students to generate new ways to find a solution to many unpredictable problems in the future. Although there are many studies on creative thinking ability, no research focused on augmented reality and visualizer-verbalizer cognitive style in creative thinking ability. This study aims to describe creative thinking ability assisted with augmented reality view from visualizer-verbalizer cognitive style. This study used a qualitative descriptive approach. The subjects of this study were selected four students' 52 from the 10th grade. The process of selecting this subject was analyzed by the Rasch Model analysis using Winsteps software version 3.73. The data were collected using Visualizer-Verbalizer Questionnaire (VVQ), a creative thinking ability test assisted with augmented reality and interview. The final scale from the visualizer scale has a Cronbach alpha value of 0.67, while the verbalizer scale has a Cronbach alpha value of 0.66. The results show that the visualizer students meet all the indicators of creative thinking ability: fluency, flexibility, originality, and elaboration. While the verbalizer students only meet fluency indicators or fluency and originality indicators in creative thinking ability. Therefore, based on this research analysis, teachers can pay more attention to the students' cognitive style in creative thinking ability.


augmented reality; cognitive style; creative thinking ability

Full Text:



Acesta, A., & Nurmaylany, M. (2018). Pengaruh penggunaan media augmented reality terhadap hasil belajar siswa [The effect of using augmented reality media on student learning outcomes]. Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 4(2), 346–352.

Anggraini, E., & Zulkardi, Z. (2020). Kemampuan berpikir kreatif siswa dalam mem-posing masalah menggunakan pendekatan pendidikan matematika realistik indonesia [Students' creative thinking ability in posing problems using an Indonesian realistic mathematics education approach]. Jurnal Elemen, 6(2), 167–182.

Bujak, K. R., Radu, I., Catrambone, R., MacIntyre, B., Zheng, R., & Golubski, G. (2013). A psychological perspective on augmented reality in the mathematics classroom. Computers and Education, 68, 536–544.

Cahyono, A. N., Sukestiyarno, Y. L., Asikin, M., Miftahudin, Ahsan, M. G. K., & Ludwig, M. (2020). Learning mathematical modelling with augmented reality mobile math trails program: How can it work? Journal on Mathematics Education, 11(2), 181–192.

Cai, S., Liu, E., Shen, Y., Liu, C., Li, S., & Shen, Y. (2020). Probability learning in mathematics using augmented reality: impact on student's learning gains and attitudes. Interactive Learning Environments, 28(5), 560–573.

Chan, S. W., Looi, C. K., & Sumintono, B. (2021). Assessing computational thinking abilities among Singapore secondary students: a Rasch model measurement analysis. Journal of Computers in Education, 8(2), 213–236.

Chen, D. R., Chen, M. Y., Huang, T. C., & Hsu, W. P. (2013). Developing a mobile learning system in augmented reality context. International Journal of Distributed Sensor Networks, 9(12),1-7.

Clini, P., Frontoni, E., Quattrini, R., & Pierdicca, R. (2014). Augmented reality experience: From high-resolution acquisition to real time augmented contents. Advances in Multimedia, 2014, 297476.

Del Cerro Velázquez, F., & Méndez, G. M. (2021). Application in augmented reality for learning mathematical functions: A study for the development of spatial intelligence in secondary education students. Mathematics, 9(4), 1–19.

Doerr, S. L. (1980). Conjugate lateral eye movement, cerebral dominance, and the figural creativity factors of fluency, flexibility, originality, and elaboration. Studies in Art Education, 21(3), 5-11.

Faradillah, A. (2018). Analysis of mathematical reasoning ability of pre-service mathematics teachers in solving algebra problem based on reflective and impulsive cognitive style. Formatif: Jurnal Ilmiah Pendidikan MIPA, 8(2), 119–128.

Faradillah, A., & Humaira, T. (2021). Mathematical critical thinking skills senior high school student based on mathematical resilience and domicile. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(2), 1978–1991.

Fatah, A., Suryadi, D., Sabandar, J., & Turmudi. (2016). Open-ended approach: An effort in cultivating students' mathematical creative thinking ability and self-esteem in mathematics. Journal on Mathematics Education, 7(1), 9–18.

Fatmawati, B. (2016). The analysis of students' creative thinking ability using mind map in biotechnology course. Jurnal Pendidikan IPA Indonesia, 5(2), 216–221.

Firdaus, H. M., Widodo, A., & Rochintaniawati, D. (2018). Analisis kemampuan berpikir kreatif dan proses pengembangan kemampuan berpikir kreatif siswa SMP pada pembelajaran biologi [Analysis of creative thinking skills and the process of developing creative thinking skills of junior high school students in biology learning]. Assimilation: Indonesian Journal of Biology Education, 1(1), 21–28.

Ginting, E. B., Purwanto, S. E., & Faradillah, A. (2019). Pengaruh model pembelajaran creative problem solving (CPS) terhadap kemampuan berpikir kreatif matematis siswa [The effect of creative problem solving (CPS) learning models on students' mathematical creative thinking skills]. Jurnal Gammath, 4(1), 1–8.

Hadar, L. L., & Tirosh, M. (2019). Creative thinking in mathematics curriculum: An analytic framework. Thinking Skills and Creativity, 33(July), 100585.

Koć-Januchta, M., Höffler, T., Thoma, G. B., Prechtl, H., & Leutner, D. (2017). Visualizers versus verbalizers: Effects of cognitive style on learning with texts and pictures – An eye-tracking study. Computers in Human Behavior, 68, 170–179.

Lince, R. (2016). Creative thinking ability to increase student mathematical of junior high school by applying models numbered heads together. Journal of Education and Practice 7(6), 206–212.

Miller, A. L. (2007). Creativity and cognitive style: the relationship between field-dependence-independence, expected evaluation, and creative performance. Psychology of Aesthetics, Creativity, and the Arts, 1(4), 243–246.

Nincarean, D., Alia, M. B., Halim, N. D. A., & Rahman, M. H. A. (2013). Mobile augmented reality: The potential for education. Procedia - Social and Behavioral Sciences, 103, 657–664.

Prihatiningsih, M., & Ratu, N. (2020). Analisis tingkat berpikir kreatif siswa ditinjau dari gaya kognitif field dependent dan field independent [Analysis of students' creative thinking levels in terms of field dependent and field independent cognitive styles]. Jurnal Cendekia : Jurnal Pendidikan Matematika, 4(1), 353–364.

Pujiastuti, H., & Haryadi, R. (2020). The use of augmented reality blended learning for improving understanding of food security in universitas sultan ageng tirtayasa: A case study. Jurnal Pendidikan IPA Indonesia, 9(1), 59–69.

Puspitasari, L., In, A., & Syaifuddin, M. (2019). Analysis of students' creative thinking in solving arithmetic problems. International Electronic Journal of Mathematics Education. 14(1), 49–60.

Qumillaila, Q., Susanti, B. H., & Zulfiani, Z. (2017). Pengembangan augmented reality versi android sebagai media pembelajaran sistem ekskresi manusia [Development of android version of augmented reality as a learning medium for the human excretory system]. Jurnal Cakrawala Pendidikan, 36(1), 57-69.

Sahin, D., & Yilmaz, R. M. (2020). The effect of augmented reality technology on middle school students' achievements and attitudes towards science education. Computers and Education, 144, 103710.

Sari, F., & Prabawanto, S. (2019). Mathematical creative thinking process of junior high school students viewed by cognitive style. 466–473.

Siswono, T. Y. E. (2010). Leveling student's creativity in solving and posing mathematical problem. Journal on Mathematics Education, 1(1), 17–40.

Siswono, T. Y. E. (2011). Level of student's creative thinking in classroom mathematics. Educational Research and Reviews, 6(7), 548–553.

Sophocleous, D. P. P. (2013). Spatial visualizers , object visualizers and verbalizers : their mathematical creative abilities. ZDM Mathematics Education, 45, 199–213.

Swandewi, N. L. P., Gita, I. N., & Suarsana, I. M. (2019). Pengaruh model quantum learning berbasis masalah kontekstual terhadap kemampuan berpikir kreatif siswa SMA [The effect of the contextual problem-based quantum learning model on the creative thinking ability of high school students]. Jurnal Elemen, 5(1), 31.

Tambunan, H. (2016). Mathematical model for mapping students' cognitive capability. International Journal of Evaluation and Research in Education (IJERE), 5(3), 221.

Thomas, P. R., & McKay, J. B. (2010). Cognitive styles and instructional design in university learning. Learning and Individual Differences, 20(3), 197–202.

Wahyudi, W., Waluya, S. B., Rochmad, R., & Suyitno, H. (2019). Mathematical creative thinking ability and scaffolding process according with learning styles for pre-service teachers. Anatolian Journal of Education, 3(1), 39–50.

Waluyo, E., Supiyati, S., & Halqi, M. (2020). Mengembangkan perangkat pembelajaran kalkulus integral berbasis model pengajuan dan pemecahan masalah untuk meningkatkan kemampuan berpikir kreatif mahasiswa [Develop an integral calculus learning tool based on the model of submission and problem solving to improve students' creative thinking skills]. Jurnal Elemen, 6(2), 357–366.

Widana, I. W., & Septiari, K. L. (2021). Kemampuan berpikir kreatif dan hasil belajar matematika siswa menggunakan model pembelajaran project-based learning berbasis pendekatan STEM [Creative thinking skills and students' mathematics learning outcomes using a project-based learning model based on the STEM approach]. Jurnal Elemen, 7(1), 209–220.

Yeh, C. Y. C., Cheng, H. N. H., Chen, Z. H., Liao, C. C. Y., & Chan, T. W. (2019). Enhancing achievement and interest in mathematics learning through Math-Island. Research and Practice in Technology Enhanced Learning, 14(1).



  • There are currently no refbacks.

Copyright (c) 2022 Ayu Faradillah, Annisa Maulida

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 Creative Commons License
Jurnal Elemen is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View My Stats