Abstract
During the COVID-19 pandemic, almost all regions of Indonesia, including Sikka, East Nusa Tenggara, and Indonesia, have implemented e-learning. However, this method has not been conducted in all schools due to the problem of uneven Internet access. Disconnection from the Internet makes it difficult to conduct this process effectively even though students have smartphones. Furthermore, the expectation of education quality improvement in sciences also gets higher with the development of today’s world technology, and this cannot be avoided. Augmented reality (AR) gives a variety of opportunities to be utilized as science learning media embedded on smartphones even without an Internet connection. Therefore, this study aims at conducting an intervention towards the teachers through the training and workshops on the use of augmented reality for science learning on the topic of Global Warming. This research was an action research approach. While considering this problem, the intervention of teachers’ behavior and perception was conducted through training and workshops on the use of augmented reality for science learning using a one-shot case study research design. This program had four stages: need identification, strengthening the understanding of using AR, training and workshop implementation, and evaluation. The participants of this program were 24 science teachers from 10 schools at junior high schools in Sikka Regency, Indonesia (17 females, 7 males). The marker-based AR was developed based on learning media need assessment provided by teachers. Teacher optimism was measured using a questionnaire with a Likert scale. The program’s implementation led teachers to understand the use of AR in learning, significantly to develop HOTs (higher-order thinking skills) in science learning. After experiencing training and workshops, the teachers showed high optimism to use AR in science learning. The results of this study imply for the development of school policies to establish digital learning media used without the Internet on various learning issues in rural areas.
Highlights
Introduction e COVID19 pandemic is having a different impact on learning practices in Indonesia
Augmented reality (AR) gives a variety of opportunities to be utilized as science learning media embedded on smartphones even without an Internet connection. erefore, this study aims at conducting an intervention towards the teachers through the training and workshops on the use of augmented reality for science learning on the topic of Global Warming. is research was an action research approach
Industrial Revolution 4.0 may help to overcome the obstacles related to online learning in pandemic to limit the direct interaction. e themes of artificial intelligence, robotics, cloud computing, big data, Internet of ings (IoT), augmented reality (AR), and virtual reality (VR) give a lot of opportunities for learning following the goals of new skills in this era. e use of a variety of learning media based on Education Research International competence requirements will support innovative and creative learning as a part of HOTs [2, 3]. is expectation corresponds to the educational objectives set in the 2013 curriculum
Summary
Introduction e COVID19 pandemic is having a different impact on learning practices in Indonesia. Industrial Revolution 4.0 may help to overcome the obstacles related to online learning in pandemic to limit the direct interaction. AR is one of the newest technologies in the era of Industrial Revolution 4.0 and has offered various possibilities to bridge the gap in the quality of education [4,5,6]. It is used as a science learning medium to support a variety of performances in the sciences [7, 8]. It can be embedded on smartphones without an Internet connection; the utilization can be a solution in learning including in Sikka, when there is no Internet access
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