Interactive Chemistry Teaching Material Based on Augmented Reality Technology In Covalent Bonding Submaterial

Aflah Farchan Rizqullah,Achmad Lutfi

doi:10.29303/cep.v4i1.2441

Abstract

This study aimed to obtain the feasibility of interactive teaching materials based on augmented reality technology in covalent bonding in terms of validity, practicality, and effectiveness. The research design uses the 4D model, which is limited to the third stage, namely Define, Design, and Develop. Feasibility is based on validation, practicality, and effectiveness. Based on the validation results on content validation and construct validation, the percentage of 82.66% and 85.55% was obtained as very valid criteria. Practicality was obtained from students' responses and observations with a percentage of 95.5% and 98.61% on practical criteria. Effectiveness is obtained from learning outcomes with the acquisition of N-Gain 0.75 in the high category and paired t-test with a sign of 0.000 <0.05 so that there is a significant difference between the pretest score and the posttest score. The results of students' motivation obtained a percentage of 79.34% in the effective category. It proves that the teaching material is suitable for use as a learning medium. In the future, it is hoped that this augmented reality technology can be further developed in other chemical materials so that it can make learning more interactive.Keyword: Augmented Reality, Covalent Bonding, Teaching Material.

Highlights

Chemistry is studying the structure, properties, and changes of matter and energy that attend to material changes (Depdiknas, 2006)
It makes the submicroscopic level learned by students individually and hoped that they could integrate their understanding by looking at the illustrations from books
Students' difficult experiences will certainly have an impact on understanding the abstract chemical materials to get the concrete facts and materials (Nopihargu, 2014)

Summary

Introduction

Chemistry is studying the structure, properties, and changes of matter and energy that attend to material changes (Depdiknas, 2006). According to Nopihargu (2014), chemical phenomena are divided into three levels of representation, there is macroscopic, submicroscopic, and symbolic level. The macroscopic level contains representations of phenomena that can be directly observed. Chemistry learning is limited to the level of macroscopic and symbolic representations. It makes the submicroscopic level learned by students individually and hoped that they could integrate their understanding by looking at the illustrations from books. Students' difficult experiences will certainly have an impact on understanding the abstract chemical materials to get the concrete facts and materials (Nopihargu, 2014). The difficulty in understanding abstract chemistry materials occurs because students cannot directly witness the materials of material, such as the process of chemical bonding. Understanding the chemical bond material is a support for the chemical materials (Ilyasa, 2020)

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