Development of E-Book Integrated Augmented Reality Based on STEM Approaches to Improve Critical Thinking and Multiple Representation Skills in Learning Physics

Abstract

This study aims to develop an E-book Augmented Reality (AR) based on STEM approaches on renewable energy material. This E-book AR can be accessed on smartphones to improve students’ critical thinking and multiple representation skills. The development adopted the Analyze, Design, Development, Implementation, and Evaluation (ADDIE) model. The study used pre-test post-test control research design on 93 students of class 10 at one of the junior high schools in Kerinci, Indonesia. The students were divided into three trial classes: X, the experiment class, and classes Y and Z, the control class. Class X learns using E-book AR, class Y uses E-book pdf, and Class Z uses textbooks. The E-book AR and test instruments provided have been validated by six validators. Based on the results of the analysis, it was found that E-book media was suitable for improving students’ critical thinking and multi-representation skills in renewable energy. The result showed that media feasibility assessments by expert lecturers, practitioners, and colleagues scored very well. In addition, the E-book used is also effective in improving critical thinking skills and multi-representation. This is indicated by the acquisition of class X, who learned to use E-book AR and have gained value in the high category compared to the class Y and Z. In addition, the partial eta square value in class X contributed 78.7%, higher than class Y 55.5%, and class Z 53.1%. As well as obtaining the effectiveness of its use in the medium effect for critical thinking category and large effect category for multi-representation skill. Learning using E-book AR is more effective and positively impacts students in learning physics, especially in renewable energy subjects.