Scratch Application: Encouraging Innovation in Geometry Learning and Its Impact on Students’ Numeracy Literacy

Abstract

The teaching of quadrilateral geometry that focuses on memorizing formulas affects students' conceptual understanding. The purpose of this study is to analyze the creative process and learning outcomes of students using the innovative Scratch learning approach, where students learn practically through data transformation. This study uses a mixed-methods design with an exploratory sequential strategy on 40 middle school students. Qualitative data were obtained through observations and open-ended questionnaires, while quantitative data were collected through student test results. The study findings indicate that the use of Scratch effectively transforms the learning process from procedural to creative conceptual understanding. Quantitatively, there was a significant increase in student learning from 37.5% in the initial condition to 85% after using the Scratch application, with the class average reaching 81.5. This finding is reinforced by survey data in which 95% of students gave positive responses that Scratch visualizations helped their understanding. It was concluded that the integration of Scratch as an innovative learning medium can bridge the understanding of abstract geometry concepts and significantly improve student learning outcomes.