Abstract
Problem Based Learning (PBL) is a student-oriented approach. PBL is a student-centered approach that can answer 21t century educational challenges. This research approach applies the PBL approach assisted by Mobile Augmented Reality (MAR) as a technology-based media that combines the virtual world with the real world to science process skills and achievement. The purpose of the study was to investigate the effect of the PBL approach assisted with MAR on the learning process skills and outcomes of the students at the Primary Education Teacher Program of Universitas Katolik Indonesia (UNIKA) St. Paulus Ruteng. The research design used was a pretest/posttest control group design with a one-way MANOVA statistical test. Based on the results of hypothesis testing (F test) shows that 1) there is a significant difference in the science process skills of students who take learning with the MAR-assisted PBL model and students who take conventional learning; 2) there is a significant difference in the learning outcomes of students who take learning with the PBL model assisted by MAR and students who take conventional learning; 3) there is a significant difference in the skill process and science learning outcomes of students who take learning with the MAR-assisted PBL model and students who take conventional learning.
Highlights
Mastery of science and technology is an important key in facing the challenges of 21stcentury education and the current era of the industrial revolution 4.0
The results of this study prove that learning science with the Mobile Augmented Reality (MAR)-assisted PBL model has a positive effect on science process skills and student science learning outcomes
Based on the results of hypothesis testing and the discussion that has been described, it can be concluded that the PBL model of science learning assisted by MAR in science learning has a positive effect on science process skills and student science learning outcomes
Summary
Mastery of science and technology is an important key in facing the challenges of 21stcentury education and the current era of the industrial revolution 4.0. The Industrial Revolution 4.0 which has raged in various industrial lines cannot be separated from the field of education which must be adaptive, productive, and anticipative in response to developments by preparing graduates who can compete and have a variety of skills (Wahyu, Suastra, Sadia, & Suarni, 2020). This is inseparable from the development of education in general and science education in particular. Scientific theories try to describe reality and determine the relationship between to the facts that exist on earth through scientific discoveries For this reason, the science education instruction must be meaningful as a provision of knowledge, skills, and attitudes in solving problems in everyday life. The goal of teaching science is to achieve all the essence of science all the essence of science, namely science as a product, The Effect of Problem-Based Approach
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