Buku Ipa Dengan Teknologi Augmented Reality: Melatih Kemampuan Berpikir Kritis Siswa SMP Kelas Vii

Abstract

AbstrakKemampuan berpikir kritis merupakan tuntutan pembelajaran abad 21 ini. Untuk itu bahan belajar harus dapat membantu pembentukan kemampuan berpikir kritis peserta didik. Tujuan dari penelitian ini adalah untuk menghasilkan buku IPA SMP yang dilengkapi Augmented Reality yang dapat menjadi scaffolding dalam membentuk kemampuan berpikir kritis peserta didik. Metode yang digunakan adalah metode Research and Development (R&D) yang mengacu pada MPI (Model Pengembangan Instruksional). Teknologi AR pada buku menampilkan media 3 dimensi yang dapat dianalisis oleh peserta didik untuk membangun konsep IPA yang dipelajari. Buku yang dihasilkan telah memenuhi syarat sebagai technological pedagogical content knowledge dalam pembelajaran di SMP. Instrumen validasi yang digunakan berupa kuesioner skala likert dengan responden para ahli (materi dan media) dan pengguna (guru dan siswa). AbstractThe ability to think critically is the demand for 21st century learning. Because of that a learning material must be able to help the formation of critical thinking skills of students. The purpose of this study is to produce a junior high school science book equipped with Augmented Reality that can be a scaffolding in shaping students' critical thinking skills. The method used is the Research and Development (R&D) method which refers to MPI (Instructional Development Model). AR technology in books displays 3dimensional media that can be analyzed by students to develop the science concept. This book has qualified as a technological pedagogical content knowledge in learning in junior high school. The validation instrument used was a Likert scale questionnaire with respondents from experts (material and media) and users (teachers and students).

Development of Electronic Worksheet Assisted by Augmented Reality to Improve Learning Outcomes and Interest in Learning Science

“…The worksheets that the researcher developed are equipped with augmented reality, which is used to make it easier for students to understand abstract material in the form of structures in the organs of the human excretory system and create a pleasant learning atmosphere so that they can practice certain skills to meet learning objectives (Elisa & Wiratmaja, 2019). With the help of AR, students can improve content understanding, improve long-term memory retention, improve physical task performance, increase collaboration, and increase motivation to learn (Permana et al, 2019). In the operational aspect of the electronic worksheets, it got a very good category.…”

“…Winda et al (2023) states that AR can help teachers help students understand abstract and contextual material. AR is a technology that can combine the real world and the virtual world in real-time, so it seems that there are no boundaries between the two (Permana et al, 2019). Where AR can combine the real world and the virtual world, there are a series of 3D and 2D images designed in the form of cards and software that can be run via a computer or smartphone so that they can explain abstract material or events that cannot be observed directly (Elisa & Wiratmaja, 2019).…”

“…Where AR can combine the real world and the virtual world, there are a series of 3D and 2D images designed in the form of cards and software that can be run via a computer or smartphone so that they can explain abstract material or events that cannot be observed directly (Elisa & Wiratmaja, 2019). AR media will be more effective when combined with other technologies, such as electronic learning media using smartphones (Permana et al, 2019). So that to improve learning outcomes and interest in learning science, interactive and varied teaching materials are also needed.…”

Tinjauan Literatur Sistematis: Perkembangan Penggunaan Teknologi Augmented Reality (AR) Pada Pembelajaran Fisika

“…Topik penelitian yang banyak digunakan untuk diteliti oleh para peneliti yaitu mengenai; pengembangan sebesar 52,8% , kemudian disusul oleh penerapan dalam pembelajaran sebesar 38,5%, analisis sebesar 7,5% dan lainnya 3,8%. Topik penelitian terkait pengembangan memuat tentang pengembangan bahan ajar menggunakan AR disampaikan oleh (Astra and Saputra, 2018;Bakri et al, 2018;Chaeranti et al, 2018;Permana et al, 2019;Putri et al, 2019;Siahaan et al, 2019;Ibisono and Achmadi, 2020;Khunaeni et al, 2020;Purwandari et al, 2021;Suprapto et al, 2021;Burhendi, 2022;Fortuna et al, 2022;Ilhamsyah et al, 2022;Kwuta et al, 2022); Pengembangan media pembelajaran dilakukan penelitian oleh (Siswarana and Djuniadi, 2017;Ismail et al, 2019;Nasir et al, 2019;Sumardani et al, 2019;Affriyenni et al, 2020;Apriliani et al, 2020;Dewi and Anggaryani, 2020;Kurniawati et al, 2020;Suprapto et al, 2020;Ali et al, 2021;Aryanta, 2021;Hyder et al, 2021;Oktaviani et al, 2021;Rohmaniyah and Wiyatmo, 2021;Wibowo et al, 2021;Zafeiropoulou et al, 2021;Ariama and Burhendi, 2022;Eddy and RA, 2022;Fortuna et al, 2022;Simaremare et al, 2022;Volioti et al, 2022;Wamepa et al, 2022;Wulandari et al, 2022;…”

Augmented Physics’ Lab: Magnetic Field Use Virtual Learning Media for 21st Century Students

“…Development of hots in the educational environment continues to be done in a variety of efforts, such as intersecting with learning models (Putri, Sumardani, Rahayu, & Hajizah, 2020), also with learning tools such as worksheets (Fauzi Bakri et al, 2019;, and books (Permana, Bakri, & Chaerunnisa, 2019). The many challenges and obstacles in practicum activities encourage the use of new strategies.…”