Qualitative data analysis was employed as the research methodology of this study that in-volved interview protocol with 10 pupils enrolled in Form 1 Mathematics class at one of the selected schools in Johor Bahru, Malaysia. The objective of this research is mainly to analyse the Computational thinking elements in solving Geometry topic after the intervention of AR application. It has the capability to combine both digital and reality world that subsequently leads to the emergence of new possibilities in im-proving the quality of teaching and learning activities. Hence, the results could help teachers and pupils to diagnose the strength and weaknesses of geometrical measurement and help them to plan systematic remedy to improve teaching and learning.Īugmented Reality (AR) technology has now become a growing trend within the education field. Results for the construct validity indicated that GMSI fulfilled the psychometric properties and is valid and reliable. From the CVI analysis, the results showed that GMSI could be used for the pilot study. For the construct validity, data were obtained and analyzed using the Rasch analysis. The content validity was examined using the content validity index (CVI) analysis. This study applied a survey approach to assess 132 Year Five pupils’ geometrical measurement skills. GMSI was developed by applying the Structure of Observed Learning Outcomes (SOLO) Taxonomy and was constructed in the super item format which consisted of 24 items altogether. Thus, this study aimed to develop and validate a Geometrical Measurement Skill Instrument (GMSI) to assess Year Five National school pupils’ geometrical measurement skills in geometrical measurement.

The factors affecting the low understanding is due to the lack of valid and reliable assessment instruments. Geometrical measurement is one of the most difficult fields in primary school mathematics and regularly found to be an area of weaknesses.

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