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.
Abstract
This study aims to examine the development process, validity, and practicality of Augmented Reality-based learning media in enhancing fifth-grade students’ understanding of science concepts at SDN Inti Dolago on the topic “Seeing Because of Light.” Issues in science education indicate that students still struggle to grasp abstract concepts because instruction is dominated by lecture-based methods and the limited use of visual media. This study employed the Research and Development (R&D) method using the ADDIE model, implemented through the implementation stage. The research subjects consisted of 20 students, a classroom teacher, and two expert validators. Data were collected via expert validation sheets and user response questionnaires, analyzed using percentage techniques based on a Likert scale to determine the media’s validity and practicality levels. The novelty of this study lies in the development of Assemblr Edu-based Augmented Reality media on visual system material in elementary schools to support conceptual understanding through interactive three-dimensional object visualization.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.
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.
Wiwi Fismariza, R. Yefterson, Azmi Fitrisia et al.· ARMADA : Jurnal Penelitian M...· 0 citations
This study aimed to develop Augmented Reality (AR)-based EDUTV interactive visual media on ecosystem materials and evaluate its feasibility for improving elementary students' science literacy. The study employed a Research and Development (R&D) approach adapted from the 4D model, consisting of the Define, Design, Develop, and Disseminate stages. The participants were fifth-grade elementary school students. Data were analyzed using descriptive quantitative methods based on expert validation, media feasibility assessments, and student response questionnaires. The results showed that the developed media was highly feasible for classroom use. Material expert validation yielded a feasibility score of 96%, while media expert validation obtained a score of 92%, both categorized as excellent. Student responses indicated positive perceptions toward the media presentation (88.8%), science literacy-oriented content (90.0%), and learning motivation (91.7%). These findings demonstrate that the AR-based EDUTV interactive visual media is valid, feasible, and effective for supporting Science and Social Studies learning on ecosystem topics while enhancing elementary students' science literacy. The study also contributes to achieving Sustainable Development Goal 4 (Quality Education) through innovative digital learning.
The rapid advancement of digital technology has created significant opportunities for the development of more interactive and innovative learning media. One of the technologies with considerable potential to support the learning process is Augmented Reality (AR). However, the use of conventional learning media in teaching computer hardware remains challenging, particularly in visualizing abstract and complex components. This study aims to develop an adaptive Augmented Reality-based learning media that is feasible for classroom use and to investigate its potential in improving students’ visual-spatial ability and learning outcomes. The study employs a Research and Development (R&D) approach using the ADDIE development model, which consists of the Analysis, Design, Development, Implementation, and Evaluation phases. The developed product is an adaptive AR application capable of displaying three-dimensional computer hardware objects while adjusting the complexity of the presented content according to students’ abilities. The research instruments include expert validation sheets, student response questionnaires, and visual-spatial ability tests. The collected data are analyzed using descriptive quantitative analysis and the N-Gain method. The expected outcome of this study is a valid, practical, and effective learning media that supports Informatics education, particularly in computer hardware learning. Furthermore, the adaptive AR-based learning media is expected to enhance students’ visual-spatial ability and learning outcomes through interactive visualization and more meaningful learning experiences.
Amanda Mahabbah Najwa Shakila, Nurhadiansyah Nurhadiansyah· Journal of General Education...· 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 aims to develop Augmented Reality (AR)-based digital learning media using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) tailored to the visual learning styles of students in the Image Manipulation subject within the Visual Communication Design (VCD) program at State Vocational High School 1, Gorontalo City. The method used was research and development (R&D) employing the ADDIE model. The research subjects were 60 Grade 11 VCD students divided into an experimental class (using AR media) and a control class (conventional learning). The research results indicate that the AR-based learning media was deemed Highly Feasible based on the assessments of three validators, with an average feasibility score of 92.7%. The practicality of the media received the Highly Practical category based on the response questionnaires from students in the experimental class. In terms of effectiveness, all students in the experimental class showed improved learning outcomes with an average N-Gain of 0.68 (Moderate category, approaching High), and the experimental class’s posttest scores were consistently higher than those of the control class. Thus, the AR-based learning media developed proved to be Highly Feasible, Highly Practical, and Effective in improving students’ learning outcomes on the Image Manipulation material at vocational high schools
Samin Biahimo, L. Laliyo, Dian Novian et al.· Journal of Innovation and Re...· 0 citations
This study aims to develop a digital book design equipped with environment-based Augmented Reality (AR) features and to examine its validity, practicality, and effectiveness in improving students’ interest and achievement in science learning. This study employed the ADDIE model, consisting of five stages: Analyze, Design, Development, Implementation, and Evaluation. The research was conducted with fifth-grade students at SD No. 3 Kedonganan, Bali Province. The effectiveness test involved 54 students from two classes, consisting of 27 students in the experimental class and 27 students in the control class. The practicality test involved five teachers and 25 fifth-grade students selected for the product trial. Data were collected through validated questionnaires and multiple-choice tests. The validity of the digital book was assessed using a modified Learning Object Review Instrument (LORI) and BSNP assessment instruments. The developed digital book integrates 3D visualization and AR features. The validity test results showed that the digital book achieved an average score of 0.92, indicating a very valid category. The practicality results showed that teacher responses reached an average score of 95.16%, while student responses reached 92.53%, both categorized as very practical. The hypothesis testing results using one-way MANOVA showed a significance value of p < 0.001, indicating a statistically significant effect of implementing the environment-based AR digital book on students’ interest and achievement in science learning. These findings indicate that the developed digital book with environment-based AR features is a valid, practical, and effective learning medium for enhancing science learning outcomes and interest among fifth-grade elementary school students.
Luh Putu Susilawati, N. Dantes, I. M. Ardana· Jurnal Paedagogy· 0 citations
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