Textbook enriched with video augmented reality: Contextual in motion concept learning in junior high school

Abstract

There are many misconceptions in learning natural science in junior high school. The use of video media can reduce misconceptions. Video media will make the concepts learned more contextual. This article will describe the results of research and development of junior high school science books enriched with video media based on Augmented Reality technology so that learning is more contextual. The research used the Dick & Carey model of research and development (R&D) method. Product feasibility is tested using a questionnaire by experts. Questionnaires were developed to test the feasibility of the material, the feasibility of the media and the feasibility of learning. The results of the material feasibility test were 81.29%, with very good or very complete interpretations. Media feasibility is 93.57% with very good or very complete interpretation. The feasibility of learning 83.78% with very good or very complete interpretation. It can be concluded that the resulting textbook products received appropriate interpretations to support the contextual learning process of the concept of motion.