Augmented Reality-based Media on Molecular Hybridization Concepts Learning

Abstract

Students' problems in understanding of the hybridization process need to be overcome by using interactive media. Therefore, this study aimed to analyze the results of the validation test and the feasibility test of learning media based on Augmented Reality (AR) on the concept of hybridization. The research method used was the Design-based Research (DBR) method based on technology that supports the learning process within two stages, namely the analysis stage and the design and development stage. Data collecting instruments used were a validation test questionnaire and a limited trial sheet. The media was validated by 3 expert lecturers and 10 respondents of Chemical Education Department students at UIN Sunan Gunung Djati Bandung, Indonesia. Overall validation test results obtained an average value of robserved of 0.88. The validation test obtained a value above 0.30, which showed that the learning media was valid and can be used for the limited trial. The limited trial obtained an average value of 88.59 % within a feasible category. This research concluded that AR learning media on the concept of hybridization is appropriate to be used as teaching material in the learning.

Development of Assemblr Edu-Assisted Augmented Reality Learning Media on the Topic of Effect of Surface Area and Temperature on Reaction Rate

“…This is due to the visualization of the reaction rate seen by students through the developed product. The concept of chemistry can be easily understood by students and students when they can imagine the shape of a reaction in a macroscopic, submacroscopic, and symbolic form [25].…”

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“…At this stage students look confused and shocked when invited to make a project. This happens because students follow new learning or are different from previous learning (Irwansyah et al, 2019;Macpherson, 2007;Syaputra et al, 2018).…”

Analysing Students’ Spatial Abilities in Chemistry Learning Using 3D Virtual Representation

“…Several previous studies reported that augmented reality as a learning medium in chemistry has already been developed and implemented [25,26]. Areas of implementation include hybridizations [26], molecular geometry [27], chemical bonds [28], redox and electrochemistry [29], introductions of chemical laboratory equipment [30], and elemental chemistry [31].…”

“…Several previous studies reported that augmented reality as a learning medium in chemistry has already been developed and implemented [25,26]. Areas of implementation include hybridizations [26], molecular geometry [27], chemical bonds [28], redox and electrochemistry [29], introductions of chemical laboratory equipment [30], and elemental chemistry [31]. These applications demonstrate that the development of virtual representation in 3D using augmented reality technology and its implications for chemistry learning is growing rapidly in Indonesia.…”

“…Augmented reality as a learning medium in chemistry has already been used in Indonesia, including in hybridization [26], molecular geometry [27], chemical bonding [28], redox and electrochemistry [29], introduction to chemistry laboratory equipment [30], and chemical elements [31]. At the tertiary level, there have been many studies on spatial abilities in the field of chemistry [36,37].…”