Pengembangan Media Pembelajaran Bentuk Molekul Kimia Menggunakan Augmented Reality Berbasis Android

Supriono, Nanang; Rozi, Fahrur

doi:10.29100/jipi.v3i1.652

Cited by 29 publications

(35 citation statements)

References 8 publications

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“…3) The learning process can be done anywhere and anytime. By using AR technology, students can see and manipulate geometric concepts related to space, so that students feel interested in learning and can understand the concept of space well [22]. In addition, by using AR technology as a learning medium, students can learn and manipulate the objects presented in AR so that students can study regularly at home or anywhere until students are able to construct their knowledge [9].…”

Section: Augmented Reality In Learningmentioning

confidence: 99%

“…In addition, by using AR technology as a learning medium, students can learn and manipulate the objects presented in AR so that students can study regularly at home or anywhere until students are able to construct their knowledge [9]. In addition, Augmented Reality is able to provide a picture or information that can be more easily understood, therefore Augmented Reality can be used for learning applications [22]. Based on these thoughts, the use of AR-based mathematics learning media in the learning process will be able to provide a good influence on students in constructing their knowledge related to learning materials for Geometry in elementary schools.…”

Section: Augmented Reality In Learningmentioning

confidence: 99%

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The Influence of Augmented Reality-Based Learning Media on the Students’ Achievement of Mathematics

Agustika¹

2021

Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020)

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This study was aimed to determine the effectiveness of using augmented reality based learning media on mathematics competencies in elementary school. This study used a pre-experimental approach in learning geometry with the onegroup pretest-posttest design and the research subject was selected randomly. Before being given the treatment, the selected group of students was given a pretest to find out the students' prior knowledge about geometry. The selected group was taught about geometry by using augmented reality-based learning media and given posttest afterwards. The instrument used for data collection in this study was 40 valid and reliable items. Furthermore, from the posttest and pretest scores obtained a gain score using paired sample t test to determine whether there were differences in knowledge competencies before and after using augmented reality-based learning media.The findings of the study revealed that the average posttest result was 87.89 and the pretest average result was 82.73. The data was obtained the calculated value of 9.198, with df = 31 and α = 0.05, the t table value was 2.040. This results showed that there are significant differences in the students' mathematical competencies before and after using augmented reality based learning media.Since the average posttest is greater than the average pretest, it can be concluded that augmented reality-based learning media is effective to be applied as a learning media for elementary school.

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Section: Augmented Reality In Learningmentioning

confidence: 99%

Section: Augmented Reality In Learningmentioning

confidence: 99%

The Influence of Augmented Reality-Based Learning Media on the Students’ Achievement of Mathematics

Agustika¹

2021

Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020)

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“…Kemampuan peserta didik dalam menyelesaikan permasalahan kimia akan meningkat seiring dengan bertambahnya pemahaman pada level submikroskopik [7] . Pemahaman bentuk molekul pada tingkat submikroskopik dapat dibantu dengan menggunakan alat bantu belajar atau media yang dapat memberikan gambaran kongkrit kepada peserta didik sehingga belajar bentuk molekul bukan hanya sekedar menghafal tetapi lebih dari memahami konsep bentuk molekul secara menyeluruh [8] . Untuk mengatasi permasalahan tersebut, dibutuhkan media pembelajaran yang dapat menarik minat peserta didik yaitu pemodelan.…”

Section: Pendahuluanunclassified

LKPD Bentuk Molekul Berbasis Inkuiri Terstruktur Dengan Menggunakan Pemodelan Tiga Dimensi

Nurafni

Azhar

2019

Edukimia

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This study is research and development (RD) and using 4-D models, but disseminate step is not done. Validation of student worksheets has been done by chemistry lecturers and chemistry teachers. The practicality of student worksheets has been done by chemistry teachers and students of 2nd grade of SMAN 1 Pariaman. The result showed that moment kappa average of validity was 0,83 with very high validity category and moment kappa average of practicality were 0,9 by chemistry teachers and 0,86 by students with very high category. Therefore student worksheets of molecular shape based on structured inquiry with emphasis on the submicroscopic level using 3-D models is valid and practice to be used on the chemistry learning.

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“…Research by Hafidha & Sudarmilah [15], namely the development of AR on the material Periodic System Elements yield based applications android good look, operational, and material and test results indicate that over 80% of respondents said AR application on the material Periodic System Elements excellent. By Supriono [16] showed that the application can run well, the test results portability of 96.7%, can be used on all smartphones except the resolution widened as tabs, and there are features of the periodic table that can be used directly in applications. The purpose of this development to produce a product of teaching materials based on the AR-assisted 5E LC material reaction rate valid and feasible to be implemented in learning.…”

Section: Introductionmentioning

confidence: 99%

Development of Teaching Materials Based on Learning Cycle 5E and Enriched With Augmented Reality for Rate of Reaction Topic

Sari¹,

Munzil²,

Retnosari³

2020

Proceedings of the International Conference on Learning Innovation 2019 (ICLI 2019)

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Chemistry is the study that most of the material is abstract. Many students have difficulty learning chemistry especially the reaction rate. Therefore, we need a learning model that can help students think critically, one of which is the 5E Learning Cycle and is supported by a program that can visualize aspects of the reaction rate, such as Augmented Reality. The purpose of this study was to produce Learning Cycle 5E teaching materials assisted by augmented reality on the reaction rate material. The development of teaching materials is carried out in three stages, namely (1) the analysis phase, (2) the design phase, and (3) the development phase. The results showed that the teaching material developed was included in the very feasible category with a percentage of (a) material validation of 89.7%, (b) media validation of 86%, and (c) legibility test of 90%. Based on the results of the validation and readability test, it can be concluded that teaching materials can be used as a support in the process of learning the reaction rate.

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Pengembangan Media Pembelajaran Bentuk Molekul Kimia Menggunakan Augmented Reality Berbasis Android

Cited by 29 publications

References 8 publications

The Influence of Augmented Reality-Based Learning Media on the Students’ Achievement of Mathematics

The Influence of Augmented Reality-Based Learning Media on the Students’ Achievement of Mathematics

LKPD Bentuk Molekul Berbasis Inkuiri Terstruktur Dengan Menggunakan Pemodelan Tiga Dimensi

Development of Teaching Materials Based on Learning Cycle 5E and Enriched With Augmented Reality for Rate of Reaction Topic

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