Development of an augmented reality integrated Problem-Solving Laboratory Model (PSLab-AR) for electricity concepts to enhance the students' understanding of concepts
DOI:
https://doi.org/10.21067/mpej.v8i1.9428Keywords:
problem solving laboratory, augmented reality, electricity conceptsAbstract
This research aims to develop a product in the form of an integrated Augmented Reality Problem Solving Laboratory (PSLab-AR) model. The research method used in this research is research and development because it is in line with the main output of this research. The research design used consists of the Define, Design, Develop and Disseminate stages. Participants in this research consisted of three groups: the first group was two elementary school teachers at the define stage, three science education experts at the development stage, and 25 fifth grade students at the dissemination stage. This research uses a CVI validation sheet and 10 questions on students' conceptual understanding. Based on the needs analysis at the definition stage, PSLab-AR is needed to assist science learning in elementary schools, especially in providing an interesting representation of the abstract concept of electricity. During the Design and Development stage, we found that the PSLab-AR framework passed expert evaluation by producing a framework consisting of preparation stages (understanding the practicum objectives, reading materials, and answering questions), problem solving (studying the problem context, formulating the problem, and creating prediction), exploration (determining tools and materials, understanding tool function, and creating procedures), measurement, data analysis, and drawing conclusions. At the dissemination stage, the research results showed that the Augmented Reality Integrated Problem Solving Laboratory model could increase students' conceptual understanding by 27.6 with an N-gain value of 0.610 in the medium category.
Downloads
References
Abdullah, S. I. N. W., Arokiyasamy, K., Goh, S. L., Culas, A. J., & Manaf, N. M. A. (2022). University students’ satisfaction and future outlook towards forced remote learning during a global pandemic. Smart Learning Environments, 9(1), 15. https://doi.org/10.1186/s40561-022-00197-8
Almanasreh, E., Moles, R., & Chen, T. F. (2019). Evaluation of methods used for estimating content validity. Research in Social and Administrative Pharmacy, 15(2), 214–221. https://doi.org/10.1016/j.sapharm.2018.03.066
Anam, R. S., Gumilar, S., & Widodo, A. (2023). The Use of the Constructivist Teaching Sequence (CTS) to Facilitate Changes in the Visual Representations of Fifth-Grade Elementary School Students: A Case Study on Teaching Heat Convection Concepts. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-023-10358-x
Araiza-Alba, P., Keane, T., Chen, W. S., & Kaufman, J. (2021). Immersive virtual reality as a tool to learn problem-solving skills. Computers & Education, 164, 104121. https://doi.org/10.1016/j.compedu.2020.104121
Azuma, R. T. (1997). A Survey of Augmented Reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385. https://doi.org/10.1162/pres.1997.6.4.355
Balta, N., & Asikainen, M. A. (2019). A comparison of Olympians’ and regular students’ approaches and successes in solving counterintuitive dynamics problems. International Journal of Science Education, 41(12), 1644–1666. https://doi.org/10.1080/09500693.2019.1624990
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining Twenty-First Century Skills. In Assessment and Teaching of 21st Century Skills (pp. 17–66). Springer Netherlands. https://doi.org/10.1007/978-94-007-2324-5_2
Chang, S.-C., & Hwang, G.-J. (2018). Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions. Computers & Education, 125, 226–239. https://doi.org/10.1016/j.compedu.2018.06.007
Coletta, V. P., & Steinert, J. J. (2020). Why normalized gain should continue to be used in analyzing preinstruction and postinstruction scores on concept inventories. Physical Review Physics Education Research, 16(1), 010108. https://doi.org/10.1103/PhysRevPhysEducRes.16.010108
Collazos, C. A., Rojas, A., Castellanos, H., Beltrán, D., Collazos, C. A., Melo, D., Ruiz, I., Ostos, I., Sánchez, C. A., De-la-Hoz-Franco, E., Meléndez-Pertuz, F., & Mora, C. (2019). Normalized Gain and Least Squares to Measure of the Effectiveness of a Physics Course (pp. 66–77). https://doi.org/10.1007/978-3-030-24289-3_6
Fidan, M., & Tuncel, M. (2019). Integrating augmented reality into problem based learning: The effects on learning achievement and attitude in physics education. Computers & Education, 142, 103635. https://doi.org/10.1016/j.compedu.2019.103635
Gumilar, S., & Ismail, A. (2023a). The representation of laboratory activities in Indonesian physics textbooks: a content analysis. Research in Science & Technological Education, 41(2), 614–634. https://doi.org/10.1080/02635143.2021.1928045
Gumilar, S., & Ismail, A. (2023b). The representation of laboratory activities in Indonesian physics textbooks: a content analysis. Research in Science & Technological Education, 41(2), 614–634. https://doi.org/10.1080/02635143.2021.1928045
Hernandez, E., Campos, E., Barniol, P., & Zavala, G. (2022). Phenomenographic analysis of students’ conceptual understanding of electric and magnetic interactions. Physical Review Physics Education Research, 18(2), 020101. https://doi.org/10.1103/PhysRevPhysEducRes.18.020101
Holmes, N. G., & Lewandowski, H. J. (2020). Investigating the landscape of physics laboratory instruction across North America. Physical Review Physics Education Research, 16(2), 020162. https://doi.org/10.1103/PhysRevPhysEducRes.16.020162
Huang, S.-Y., Kuo, Y.-H., & Chen, H.-C. (2020). Applying digital escape rooms infused with science teaching in elementary school: Learning performance, learning motivation, and problem-solving ability. Thinking Skills and Creativity, 37, 100681. https://doi.org/10.1016/j.tsc.2020.100681
Husnaini, S. J., & Chen, S. (2019). Effects of guided inquiry virtual and physical laboratories on conceptual understanding, inquiry performance, scientific inquiry self-efficacy, and enjoyment. Physical Review Physics Education Research, 15(1), 010119. https://doi.org/10.1103/PhysRevPhysEducRes.15.010119
Ibáñez, M. B., Uriarte Portillo, A., Zatarain Cabada, R., & Barrón, M. L. (2020). Impact of augmented reality technology on academic achievement and motivation of students from public and private Mexican schools. A case study in a middle-school geometry course. Computers & Education, 145, 103734. https://doi.org/10.1016/j.compedu.2019.103734
Ismail, A. (2021). Penerapan Model Pembelajaran Problem Solving Berbantuan Augmented Reality Untuk Meningkatkan Pemahaman Konsep Mahasiswa Pada Mata Kuliah Fisika Umum. JURNAL PETIK, 7(2), 87–92. https://doi.org/10.31980/jpetik.v7i2.1017
Ismail, A., Festiana, I., Hartini, T. I., Yusal, Y., & Malik, A. (2019). Enhancing students’ conceptual understanding of electricity using learning media-based augmented reality. Journal of Physics: Conference Series, 1157, 032049. https://doi.org/10.1088/1742-6596/1157/3/032049
Ismail, A., Setiawan, A., Suhandi, A., & Rusli, A. (2019). Profile of physics laboratory-based higher order thinking skills (HOTs) in Indonesian high schools. Journal of Physics: Conference Series, 1280(5), 052053. https://doi.org/10.1088/1742-6596/1280/5/052053
Kurnaz, M. A., & Eksi, C. (2015). An Analysis of High School Students’ Mental Models of Solid Friction in Physics. Educational Sciences: Theory & Practice. https://doi.org/10.12738/estp.2015.3.2526
Marnah, Y., Suharno, & Sukarmin. (2022). Development of physics module based high order thinking skill (HOTS) to improve student’s critical thinking. Journal of Physics: Conference Series, 2165(1), 012018. https://doi.org/10.1088/1742-6596/2165/1/012018
Molin, F., Haelermans, C., Cabus, S., & Groot, W. (2021). Do feedback strategies improve students’ learning gain?-Results of a randomized experiment using polling technology in physics classrooms. Computers & Education, 175, 104339. https://doi.org/10.1016/j.compedu.2021.104339
Nita, L., Mazzoli Smith, L., Chancellor, N., & Cramman, H. (2023). The challenge and opportunities of quantum literacy for future education and transdisciplinary problem-solving. Research in Science & Technological Education, 41(2), 564–580. https://doi.org/10.1080/02635143.2021.1920905
OECD. (2023). PISA 2022 Results (Volume I). OECD. https://doi.org/10.1787/53f23881-en
Price, A., Salehi, S., Burkholder, E., Kim, C., Isava, V., Flynn, M., & Wieman, C. (2022). An accurate and practical method for assessing science and engineering problem-solving expertise. International Journal of Science Education, 44(13), 2061–2084. https://doi.org/10.1080/09500693.2022.2111668
Richey, R. C., & Klein, J. D. (2014). Design and Development Research. Routledge. https://doi.org/10.4324/9780203826034
Shrotryia, V. K., & Dhanda, U. (2019). Content Validity of Assessment Instrument for Employee Engagement. SAGE Open, 9(1), 215824401882175. https://doi.org/10.1177/2158244018821751
Sutarno, S., Setiawan, A., Suhandi, A., Kaniawati, I., & Putri, D. H. (2017). Keterampilan Pemecahan Masalah Mahasiswa Dalam Pembelajaran Bandul Fisis Menggunakan Model Problem Solving Virtual Laboratory. Jurnal Pendidikan Fisika Dan Teknologi, 3(2), 164–172. https://doi.org/10.29303/jpft.v3i2.396
Wu, H.-K., Lee, S. W.-Y., Chang, H.-Y., & Liang, J.-C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49. https://doi.org/10.1016/j.compedu.2012.10.024
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Momentum: Physics Education Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
Momentum: Physisc Education Journal allows readers to read, download, copy, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose. 
This work is licensed under a Creative Commons Attribution 4.0 International License. The Authors submitting a manuscript do so with the understanding that if accepted for publication, copyright of the article shall be assigned to Momentum: Physics Education Journal
.png)
.png)
.png)
.png)
