Abstract
21st-century learning presents chemistry teachers with new challenges in teaching abstract chemistry concepts with various technologies that continue to develop. One of the media that can visualize abstract chemical concepts is Augmented Reality (AR). AR media developed in chemistry learning needs to be valid so that it can be used properly. Therefore, this study aims to examine the validity of the Android-based AR media developed. Four education practitioners carried out the validation as experts, and 13 students participated as respondents. The instrument used is a questionnaire with a Likert scale. The data obtained were analyzed quantitatively with the Rasch model using the facet software. The results of the analysis show that the Exact Agreements are 41.10%, and the Expected Agreements are 42.20%. The most challenging aspect to achieve is media design, while profit is the most easily agreed-upon aspect. Based on this assessment, in the development of augmented reality media, it is necessary to pay attention to display aspects and 3D objects suitable for viewing a material so that it is easier for users to understand the material.
Highlights
Teaching abstract chemistry concepts is challenging for chemistry teachers (Abdinejad, et al, 2020; Crandall, et al, 2015; Yamtinah, et al, 2019)
This study focuses on analysis with Rasch model using Facet software
Android-based augmented reality media were tested for feasibility using a validity assessment instrument in the form of a questionnaire with a Likert scale
Summary
Teaching abstract chemistry concepts is challenging for chemistry teachers (Abdinejad, et al, 2020; Crandall, et al, 2015; Yamtinah, et al, 2019). One of the abstract and challenging topics for students is the 3-dimensional visualization of molecular structure, chemical reactions, stereochemistry, chemical bonds, and sub-microscopic representations (Abdinejad, et al, 2020; Battle, et al, 2010; Gilbert & Treagust, 2009). Teachers and students need to represent mental models on a molecular scale (Chittleborough & Treagust, 2007). Representation and visualization of molecular mental models that are less clear can often make it difficult for students to understand chemistry and see its relevance in their lives in society (Venkataraman, 2009). Represent and visualize 2D images in student textbooks into actual 3D structures for today's chemistry learning (Abdinejad, et al, 2020; Othman, et al, 2008; Venkataraman, 2009)
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