Pengembangan Modul Pembelajaran Kimia Berbasis Augmented Reality

Ramadani, Reski; Ramlawati, Ramlawati; Arsyad, Muhammad

doi:10.26858/cer.v3i2.13766

Cited by 13 publications

(15 citation statements)

References 2 publications

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“…This learning medium includes an initial display, developer information, application instructions, and a menu display. Several submenus on petroleum materials are presented in the menu display, including the definition of petroleum, the method of formation and processing of petroleum uses and compounds of petroleum components, and petroleum fractions [15]. Furthermore, this learning media is backed up by a module that includes markers as molecular detectors on Crude Oil media.…”

Section: B Designing Stagementioning

confidence: 99%

Development of The Interactive Learning Media Based on Augmented Reality 3D on The Petroleum Concept

Rassyi

Supriadi

Andayani

et al. 2023

Int. J. Chem. Educ. Res.

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Chemistry is studied by students at the high school level. However, due to the abstract concept of chemistry, chemistry becomes difficult for some students to learn. One problem with studying chemistry is the petroleum material in online and offline learning systems. This study aimed to determine the feasibility and practicality of interactive learning media based on the 3D augmented reality of petroleum topics. This study aims to describe the making of applications with augmented reality technology as a medium for learning chemistry. The research type was development research that adopted a 4D model (define, design, develop, disseminate) but was limited to the development stage. The population in this study was 192 students of public high school SMAN 7 Mataram, Indonesia. This study's sampling was carried out using a random sampling technique measured through an expert validation sheet with three assessment aspects assessed by three validators. The practicality level of the media was measured through a practicality questionnaire filled out by 22 students in eleventh-grade students at SMAN 7 Mataram. The results showed that the validator assessed media feasibility was 90.16%, which indicated that the media developed was very feasible. Meanwhile, the media practicality test results revealed that students responded positively to all media components with a practicality percentage of 94.39%. In conclusion, the media developed is feasible and practical to use.

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Section: B Designing Stagementioning

confidence: 99%

Development of The Interactive Learning Media Based on Augmented Reality 3D on The Petroleum Concept

Rassyi

Supriadi

Andayani

et al. 2023

Int. J. Chem. Educ. Res.

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“…In line with this research, Liono (2021) reported that AR technology can display 3D objects as a visualization of abstract concepts. And Ramadani (2020) which states that the responses of students and teachers to the Augmented Reality-based learning module that was developed also obtained high and very high categories with a percentage of 80.38% and 100%, so the module was said to be practical.…”

Section: Practical Interactive Mediamentioning

confidence: 99%

Development of Augmented Reality-Based Interactive “Element Card” Media on Electron Configuration Submaterial According to Niels Bohr

Qibtiyah

Sukarmin²

2022

J. Prisma. Sains

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This study aims to obtain the feasibility of Augmented Reality-based Element Card interactive media on the electron configuration submaterial according to Bohr's theory. This research uses a 4D model which is only carried out until the development stage. This research was conducted at SMAN 1 Gedangan Sidoarjo on 30 students X IPA. This study used a validation sheet instrument, pretest and posttest questions, student response questionnaires, and student observation questionnaires. If the value of the validation result is ≥ 61% then it is considered valid, the practicality value is ≥ 61% then it is considered practical, and the effectiveness value if it is classified above 0.3 which includes medium or high then it is considered effective. The results of content and construct validation are 88% and 84% are included in the very valid category. Practicality was obtained from 94.86% and 97% of student responses and observations included in the very practical. The effectiveness is obtained from learning outcomes by calculating the N-Gain and Wilcoxon Signed Ranks Test, the value of Asymp. Sig (2 tailed) is 0.000 which is smaller than 0.05 so there is a difference in the students' pretest and posttest scores. This proves that the interactive media based on the Augmented Reality Element Card can be used for chemistry learning media.

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“…AR media developed by researchers has differences from other developers. Several studies have developed AR modules (Agussalim, 2021;Ramadani, et al, 2020), AR books, and worksheets that are difficult to Pretest Postest carry everywhere, in contrast to molecular cards, which can practically be carried easily. Some AR development studies only provide the appearance of fewer molecules (Althea, et al, 2016;Supriono & Rozi, 2018), in contrast to the AR media developed by researchers.…”

Section: The Advantages and Disadvantages Of Hydrocarbon-based Arbase...mentioning

confidence: 99%

Development of Augmented Reality-Based Learning Media on Concept of Hydrocarbon to Improve Multi-representation Ability

Ningrum

Sumarni²,

Cahyono³

2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to design and develop learning media based on augmented reality on hydrocarbon material and its validity to determine the media's feasibility and increase students' multi-representation ability. This research is a type of development research using Design Research and Development (R&D). The product validity test phase was carried out by two material experts and three media experts. In addition, testing was carried out on the responses of the participating students. The implementation stage of learning was carried out by class X TKJ 2 SMK Gondang Pekalongan with a total of 32 students. The data analysis technique used a questionnaire instrument and the technical descriptive statistical analysis. The results of this study are: (1) the development of augmented reality-based learning media on hydrocarbon material in the form of an android application consisting of five main menus, namely basic competencies and indicators, materials, AR camera, practice questions, and the identity of the researcher, as well as seven molecular cards of the structure chemical compound molecules; (2) validity assessment by material experts with an average score of 85% in the "very valid" category and the validity assessment by media experts with an average score of 94% in the "very valid" category; (3) the feasibility test results for using media in the implementation of learning obtained an average student response score of 78%, with the "feasible" category used as learning media. The increase in multi-representation abilities is shown by increasing student learning outcomes using multi-representation questions, including macroscopic, submicroscopic, and symbolic levels. The macroscopic level increased by 27.50%, the submicroscopic increased by 36.70%, and the symbolic level increased by 33.30%. The results of this study indicate that augmented reality-based learning media on hydrocarbons is very suitable for use in chemistry learning and has been proven to increase students' multi-representation abilities

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Pengembangan Modul Pembelajaran Kimia Berbasis Augmented Reality

Cited by 13 publications

References 2 publications

Development of The Interactive Learning Media Based on Augmented Reality 3D on The Petroleum Concept

Development of The Interactive Learning Media Based on Augmented Reality 3D on The Petroleum Concept

Development of Augmented Reality-Based Interactive “Element Card” Media on Electron Configuration Submaterial According to Niels Bohr

Development of Augmented Reality-Based Learning Media on Concept of Hydrocarbon to Improve Multi-representation Ability

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