Interactive Chemistry Teaching Material Based on Augmented Reality Technology In Covalent Bonding Submaterial

Rizqullah, Aflah Farchan; Lutfi, Achmad

doi:10.29303/cep.v4i1.2441

Cited by 2 publications

(2 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Visualize microscopic ideas made possible by three-dimensional augmented reality applications. According to the theory, augmented reality learning materials can improve students' comprehension of submicroscopic ideas (Rizqullah & Lutfi, 2021).…”

Section: Resultsmentioning

confidence: 99%

Voltaic Cell Practical Guide Application Based on Mobile-Augmented Reality to Improve Student's Understanding Concepts

Alya

Lutfi

Dwiningsih

2023

j. paedagog. penelit. pengemb. pendidik.

View full text Add to dashboard Cite

This study aims to analyze the practicality, feasibility, and effectiveness of learning media as an augmented reality-based practicum guide application for students' conceptual understanding of voltaic cells. The application development used the Thiagarajan development method with the 4-D model (Define, Design, Develop, Disseminate), but it was sufficiently developed to be 3-D. A limited trial with seventeen Al-Falah Senior High School students was conducted in August 2021 on students who had been given voltaic cell material. Pretest-posttest sheets, validation-review sheets, and student response questionnaires were used as research instruments. The data analysis technique used quantitative description. Pretest and posttest results were analyzed based on normality, paired sample test, and N-gain. The results of this study indicated that the developed application could improve students' understanding of concepts. The application validation results obtained a content validation score of 94%, a construct validation score of 86%, a presentation-related validation score of 96%, and a language-related validation score of 90%, indicating that it was very valid. The application was practical because the average percentage of responses was 92%. Based on the t-test with a significance value of 5% that yielded the Sig value, the application was reported to be very effective. 0.00 0.05 (2-tailed) and an N-gain analysis score of 0.83 > 0.7.

show abstract

Section: Resultsmentioning

confidence: 99%

Voltaic Cell Practical Guide Application Based on Mobile-Augmented Reality to Improve Student's Understanding Concepts

Alya

Lutfi

Dwiningsih

2023

j. paedagog. penelit. pengemb. pendidik.

View full text Add to dashboard Cite

show abstract

“…Chemical bond material was abstract material. Thus, it described the process by which atoms form bonds, making it difficult to study contextually (Rizqullah & Lutfi, 2021). Augmented reality in this chemical bond material was able to project the structure of atoms and electrons in forming a compound in two or three dimensions into the real world.…”

Section: Technological Knowledgementioning

confidence: 99%

Untitled

2023

JPPK

View full text Add to dashboard Cite

Supporting Digital Era Through Implementation of Discovery Learning and TPACK Framework Assisted to Increase Student's Learning Outcomes and Interest. This study aims to increase student's interest and learning outcome by implementing discovery learning and the TPACK framework in chemical bonding material. This study is a collaborative class action research with quantitative and qualitative methods. The subjects of this study were 33 students of XI-3 from Senior High School 6 Surabaya. The research was conducted in three cycles. Data were analyzed descriptively with the data source being improved learning outcomes using Discovery Learning with TPACK between cycles 1, 2 and 3 which were supported by students' interest in learning. The average of learning outcomes in cycle 1 was 77 and went up to 90 and 97 in cycles 2 and 3 while the classical mastery from all cycles went up from 67% to 91% and 100%. Student's interest in learning chemistry also went up through each cycle seeing through the percentage of the number of students in the high interest category from 21% in cycle 1 to 58% in cycle 2 and 87% in cycle 3. From these data on student's learning outcomes and interest, it can be concluded that the implementation of discovery learning and the TPACK framework was effective to increase the student's learning outcomes and interest in chemistry class.

show abstract

Interactive Chemistry Teaching Material Based on Augmented Reality Technology In Covalent Bonding Submaterial

Cited by 2 publications

References 4 publications

Voltaic Cell Practical Guide Application Based on Mobile-Augmented Reality to Improve Student's Understanding Concepts

Voltaic Cell Practical Guide Application Based on Mobile-Augmented Reality to Improve Student's Understanding Concepts

Untitled

Contact Info

Product

Resources

About