Development of Augmented Reality Learning Media Integrated with Experiential Learning to Enhance Students’ Chronological Thinking in High School History
Jul 2026· ARMADA : Jurnal Penelitian Multidisiplin· 0 citations
TL;DR
The findings showed that the developed media met validity criteria based on assessments by subject-matter, media, and language experts, while also demonstrating high practicality for teachers and students.
Abstract
This study aimed to develop and evaluate Augmented Reality (AR)-based learning media integrated with Experiential Learning Theory (ELT) to improve students’ chronological thinking skills. The study employed a Research and Development (R&D) method comprising needs analysis, design, development, expert validation, revision, and small- and large-group trials. The participants were Year 10 students (Phase E) at SMA Negeri 12 Padang. Data were collected through validation sheets, practicality questionnaires, and chronological thinking tests, then analysed using qualitative and quantitative descriptive techniques. The findings showed that the developed media met validity criteria based on assessments by subject-matter, media, and language experts, while also demonstrating high practicality for teachers and students. The media was also effective in improving students’ ability to sequence events, understand temporal relationships, and interpret historical timelines. Therefore, integrating AR with ELT offers an innovative approach to meaningful, experience-based history learning in classrooms.
The results showed that the media received a validity score of 82.50% from subject matter experts and 84.00% from media experts, as well as positive responses from teachers and students, making it feasible and practical for use in IPAS learning.
Putri Nur Sakina Karadjo, H. Herlina, Sisriawan Lapasere et al.· Equator Science Journal· 0 citations
This study aims to develop an Augmented Reality (AR)-based learning media for Civic Education and evaluate its effectiveness in improving seventh-grade students’ understanding of diversity within the context of Bhinneka Tunggal Ika (Unity in Diversity). The study employed a Research and Development (R&D) approach based on the Borg and Gall model, implemented up to the seventh stage (Operational Product Revision). Data were collected through learning achievement tests, questionnaires, and classroom observations. Qualitative data were analyzed descriptively, while quantitative data were analyzed using descriptive statistics, validity and reliability testing, a paired-samples t-test, and normalized gain (N-gain) analysis. The findings indicate that the development of the AR-based learning media was motivated by the abstract nature of diversity-related learning, which resulted in approximately 70% of students failing to achieve the minimum learning mastery standard. The developed media incorporates marker-based AR features, three-dimensional (3D) representations of Indonesia’s cultural diversity, interactive quizzes, and a glossary. The effectiveness evaluation demonstrated a substantial improvement in students’ learning achievement, with the mean score increasing from 35.19 on the pretest to 94.21 on the posttest. The paired-samples t-test further confirmed that the improvement was statistically significant (p < 0.001). In addition, students rated the media positively, with an overall acceptance score of 70.5%, indicating good usability and attractiveness. These findings suggest that the AR-based learning media is valid, practical, and effective in enhancing students’ understanding of diversity while supporting Civic Education learning grounded in the values of Bhinneka Tunggal Ika.
Anugerah Hisam, Herpratiwi, Dina Martha Fitri· Jurnal Paedagogy· 0 citations
This study aimed to develop an Augmented Reality-based Student Worksheet for science learning to improve elementary school students' learning motivation. The study was motivated by students' low learning motivation and the use of conventional teaching materials that were less effective in facilitating the understanding of abstract science concepts. This research employed the Research and Development (R&D) method using the ADDIE model. The participants were 20 fifth-grade students of Linggapura 04 elementary school. Data were collected through expert validation sheets, student response questionnaires, and learning motivation questionnaires, then analyzed using validity, reliability, normality, Paired Sample t-test, and N-Gain tests. The results indicated material, media, and language validation scores of 94.6%, 91.2%, and 84.7%, respectively, with a practicality score of 85.87%. The Paired Sample t-test (p = 0.000 < 0.05) and N-Gain score (0.3967, moderate) showed that the developed LKPD was valid, practical, and effective in improving students' learning motivation.
H. Kurniawati, Anwar Ardani· Jurnal Inovasi Pendidikan MH...· 0 citations
This study aimed to (1) identify the characteristics of Scratch-assisted interactive learning media based on problem-solving principles that are valid, practical, and effective, and (2) examine students’ learning trajectories that describe their cognitive processes during learning activities using the developed media. This research employed a Research and Development (R&D) approach using the Plomp development model, which consists of five stages: preliminary investigation, design, realization/construction, testing, evaluation and revision, and implementation. The participants of this study were 15 fifth-grade students from SDTK Pelita Hati. Data were collected through expert validation sheets, teacher and student response questionnaires, mathematical critical thinking tests, and Hypothetical Learning Trajectory (HLT) analysis. The data were analyzed using both descriptive quantitative and qualitative methods. The results indicated that: (1) the Scratch-assisted problem-solving-based interactive learning media was highly valid, with an average validation score of 4.5 from both material and media experts; (2) the developed media was highly practical, as shown by mean response scores of 4.5 from teachers and 4.52 from students; (3) the learning media was effective in improving students’ mathematical critical thinking skills, as evidenced by an increase in the mean score from 39.67 on the pretest to 78.67 on the posttest, with an N-Gain value of 0.65 categorized as moderate improvement; and (4) students’ learning trajectories demonstrated progressive development in mathematical thinking, moving through stages of problem identification, strategy formulation, problem-solving execution, and critical conclusion drawing supported by Scratch-based learning activities. In conclusion, the Scratch-assisted interactive learning media based on problem-solving is feasible and effective for enhancing fifth-grade students’ mathematical critical thinking skills.
Ni Kadek Ayu Sudiasih, I. M. Ardana· ARMADA : Jurnal Penelitian M...· 0 citations
Limited access to interactive and context-sensitive learning resources constrains junior high school students’ engagement with local culture. This study developed and evaluated augmented reality (AR)-enhanced digital teaching materials integrating Rokan Hulu Malay local wisdom to support students’ cultural literacy. The study followed the ADDIE model and involved three expert validators, a small-group trial (n = 10), and a large-group trial (n = 30) at SMP Negeri 1 Rambah, Indonesia. The large-group participants completed four 90-minute instructional sessions over two weeks and undertook cultural literacy pretests and posttests. Data were collected through validation sheets, student response questionnaires, and cultural literacy tests. Product validity was examined using Aiken’s V, practicality through descriptive statistics, and score improvement through the Shapiro–Wilk test, a paired-samples t-test, and normalized gain analysis. The materials obtained a mean Aiken’s V of 0.75. Practicality scores were 82.50% in the small-group trial and 82.03% in the large-group trial. Mean cultural literacy scores increased from 61.27 ± 8.15 to 83.43 ± 7.28, t(29) = −13.542, p < .001, with a moderate N-gain of 0.57. The findings indicate that the materials were valid and practical and were associated with improved cultural literacy; however, the one-group design limits causal interpretation.
Ike Betria, I. Rahmawati, Mi’rajul Rifqi et al.· JPI: Jurnal Pustaka Indonesi...· 0 citations
The development of digital technology requires prospective teachers to have the ability to design innovative, technology-based learning media. This study, involving 35 primary school teacher education students, aims to describe the implementation of Project-Based Learning (PjBL) in the development of Augmented Reality (AR)-based learning media using Assemblr Edu and to examine the products and learning experiences of the students. This study uses a qualitative descriptive approach with a case study design. The research subjects consisted of 35 primary school teacher education students taking the Learning Multimedia course. Data were collected through observation, interviews, and documentation of students' AR products. Data analysis was carried out using the Miles, Huberman, and Saldaña model through the stages of data condensation, data display, and conclusion drawing. The results showed that the implementation of PjBL was carried out in a "very good" category with an implementation percentage of 89%, while the interview results indicated an increase in collaboration skills (90%), the development of digital technology skills (80%), and an increase in creativity (70%). The analysis of AR media products showed that students were able to develop media with good aspects of material suitability, visual design, and interactivity. This research practically contributes to the development of digital, collaborative, and creative competencies for prospective elementary school teachers through authentic project-based learning experiences. The research findings indicate that the application of Assemblr Edu AR-based PjBL provides authentic learning experiences that support the development of digital competencies, creativity, and the ability of primary school teacher education students to produce innovative learning media.
N. Fauziah, Fakhri Khusaini, Rakhmatul Ummah· Journal of Authentic Researc...· 0 citations
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