Augmented Reality Learning Media Research Articles

Augmented Reality for Interactive, Innovative and Fun Science Learning: Systematic Literature Review

The development of the learning process by utilizing current technological developments needs to adapt to the character of 21st-century learning. The fact that 21st-century learning is still not implemented optimally and well enough in schools has encouraged several studies that integrate Augmented Reality technology into science learning. AR Learning Media can visualize science learning concepts for understanding and structure of an object model, making AR a more effective, innovative, and fun media. Where the research objective is to examine Augmented Reality for Interactive, Innovative, and Fun Science Learning: Systematic Literature Review. The review was conducted based on state-of-the-art methods using the preferred reporting items for reviews and meta-analyses (PRISMA) guidelines. The results of this research explain that there are 3 types of Augmented Reality Methods, namely image recognition, Markerless Augmented Reality, Projection Augmented Reality, and Superimposition Augmented Reality; There are 4 things to use Augmented Reality, namely the use of augmented reality (AR) as a learning medium, the use of augmented reality (AR) to train skills, Abstract Thinking Skills, Creative Thinking Skills, Interactive, Innovative and fun. Some fields use AR, namely: entertainment, military training, robotics and telerobotics, consumer design, and medicine.

Augmented Reality Learning Media with a Problem-Based Learning Model to Enhance the Students' Comprehension on Mathematical Concepts

The aim of this research is to develop augmented reality learning media with a problem-based learning model and analyze the feasibility, practicality, and effectiveness of augmented reality learning media with a problem-based learning model in improving students' understanding of mathematical concepts. This research uses the research and development method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The sampling technique used is a random assignment, namely random sampling, where the experimental and control groups are chosen randomly from a lottery. The first lottery that came out was used as the experimental class, and the second lottery was used as the control class. Data collection techniques in this research used interview techniques, questionnaires, and tests. The results show (1) augmented reality learning media with a problem-based learning model is suitable for use, (2) augmented reality learning media is very practical to use, (3) understanding of mathematical concepts of students who receive learning with augmented reality media is better than students with conventional learning, and there are significant differences. (4) The augmented reality-based learning media developed is effective in use. The findings imply that the augmented reality learning media with a problem-based learning model can be an alternative and innovative media in assisting the student’s comprehension on mathematical concepts

THE DEVELOPMENT OF AUGMENTED REALITY(AR) LEARNING MEDIA ON SOLAR SYSTEM MATERIAL FOR GRADE VII

Augmented Reality-based learning media is an innovation in teaching and learning activities. Augmented Reality has the advantage of combining objects with the real world, creating new quality and experiences for students. The objective of this research was to create Augmented Reality-based learning media on Solar System material and to determine its validity and practicality. This research was a development study using the 4D Thiagarajan model but without conducting the Disseminate stage. The research subjects were media experts, material experts, teachers, and students. Data collection used validation instruments and student responses with a Likert scale of 1-4. The evaluation results from material experts, media experts, and teachers (users) achieved an average validity of 91%, which was categorized as very valid. The results of the small-scale test of the Augmented Reality-based learning media obtained an average of 78%, categorized as fairly practical. The results of the large group trial obtained an average of 88%, categorized as very practical. Therefore, the Augmented Reality learning media on the Solar System material was deemed suitable for use in seventh-grade classrooms.

Pengembangan Media Augmented Reality Terintegrasi Nilai-nilai Islam pada Materi Sistem Saraf untuk Meningkatkan Motivasi dan Hasil Belajar Siswa di SMA Swasta Bandar Setia Ujung

The aim of this research is to integrate Islamic values into the nervous system material and develop augmented reality media to enhance student motivation and learning outcomes in a private high school. The specific objectives are to increase student motivation and learning outcomes through media use and evaluate the suitability of the developed media. This study employs a Research and Development (R&D) approach using the ADDIE model. Fifty-four students participated, including 26 in the experimental group and 28 in the control group. Data were collected through expert validation questionnaires, learning motivation surveys, and tests. Tools used included media validation, learning motivation surveys, and tests. Data analysis involved evaluating media suitability, student motivation, and learning outcomes. Media verification results by validators yielded an average score of 96.01%, classified as "very good". Teacher media assessment averaged 96.87%, also categorized as "highly satisfactory". Student responses to augmented reality scored 88.9%, interpreted as good response criteria. Average motivation survey scores were 96.50% for the experimental group (sufficient category) and 38.51% for the control group (moderate category). Average learning performance test scores were 86.50% for the experimental group and 31.09% for the control group. The study concludes that augmented reality learning media are effective and suitable for enhancing motivation and learning outcomes in biology classes by integrating the nervous system and Islamic values.

Augmented reality in influencing interest in learning mathematics

Learning using technology can grow students' interest, one of which is augmented reality, which can attract students' interest in learning mathematics. This research explores AR forms and responses to students' interest in learning mathematics after using AR. The research method used is a systematic literature review. For this research, a synthesis of relevant studies was created through the PoP (Publish or Perish) application by searching for articles using Google Scholar. Based on the selection results obtained, 740 articles. Ten duplicate articles were found, 143 articles that did not contain any keywords, 561 articles that did not meet the researcher's criteria, and seven articles that did not answer the researcher's question, resulting in 19 basic studies published between 2013 and 2023. The research results provide information that there are forms of AR that can influence interest. Students learn mathematics, namely AR learning media in AR playing cards, 3-dimensional AR, AR text-to-speech applications, AR building space, learning media with magic books, AR and Flash Card applications, and other Android-based AR applications. Augmented Reality (AR) has a very positive impact on students learning mathematics. Thus, educators may consider additional training in the use of AR technology and develop learning strategies that include elements of AR to support the achievement of student mathematical learning objectives effectively.

The Effectiveness of Using Augmented Reality on the Geometry Thinking Ability of Junior High School Students

This study aimed to test the effectiveness of using augmented reality applications in learning geometry in junior high school students. The method used in this study is the quasi-experiment method. In this study, researchers used learning with augmented reality to find its effect on student learning outcomes in grade 8 junior high school, which has an average age of 13 years. The research design used in this study was a quasi-experimental nonequivalent control group design. This study, 2 sample classes were taken: an experimental class (learning with augmented reality) and a control class (learning without augmented reality). The experimental and control classes have the same characteristics; each has 20 male and 20 female students. The instrument used in this research is a geometric thinking ability test. This study uses a test instrument in the form of essay questions. The instrument was given twice, namely during the pretest and post-test. There are ten essay questions made. After obtaining the data from the pretest and post-test results, the normalized gain score formula (N-Gain) was used to know the increase in geometric thinking skills. The N-Gain result of the experimental class is 78% or 0.78, which is in the high category. Whereas in the control class, it was 50% or 0.58, this result is in the moderate category. The N-gain results show that there is a difference between the experimental class and the control class. In this case, the effectiveness of using augmented reality for learning geometry in junior high school students is higher than those who did not receive augmented reality treatment. From the N-gain value, it proves that learning using augmented reality learning media is effective in increasing the ability to think Geometry. Then the results of observations made during learning activities using augmented reality show that students look active and make students more enthusiastic when learning Geometry. The results of the responses showed that 39 students had become more proactive in learning Geometry by using augmented reality applications.

Development of Augmented Reality (AR) Learning Media Integrated with STEM Learning

This research is motivated by the development of science and technology in the 21st century, especially in the fields of Augmented Reality (AR) and STEM (Science, Technology, Engineering, and Mathematics) learning which provides opportunities for students to develop work skills and mathematical abilities which lead to the formation of life competencies in the future that is the competence of Education for Sustainable Development Goals (ESDG). This AR Learning Media was developed with a 4D development design: Define, Design, Development, and Dissemination. The subjects of this research were 7th-grade science students and teachers at SMPN 1 Dewantara. Media and content validation was carried out by 2 material experts and a media expert. Instruments used Media validation sheets, materials, and student and teacher response questionnaires. Analysis was done using percentage techniques on validation sheets, teacher response questionnaires, and student responses. The results of this research are AR media prototypes that are very feasible according to material experts and appropriate according to media experts with excellent student responses and the teacher's response was very practical

The Effectiveness of Using Augmented Reality Learning Media in Improving the Ability to Draw Sketches

In practical, learning sketching at the concentration of product design this becomes a competence that requires must be able to students. Students are generation Z who have more insight into the effectiveness of using technology. While learning to draw sketches is less of an approach to technology so that competence is not achieved entirely. By creating learning media based on Augmantid Reality (AR) aims to carry out learning effectiveness to achieve competence in drawing sketches. This study uses qualitative methods with a descriptive approach, for data processing techniques using pretest and posttest control groups and Likert scales are able to analyze thoroughly. The population was 100 students and a random sampling technique was carried out into 20 respondents which were divided into 2 classes, namely the experimental class and the control class. There are results such as the following: the experimental class has a pretest value of 19 points with a description of Cannot and a posttest value of 34 points with a very clear can be after applying AR-based learning media, while the control class has a pretest value of 18.5 points with a description of Not being able and a posttest value of 24.5 points with a description of not being able to and a posttest value of 34 points with clarity can be applied after applying power point learning media. The difference after applying AR-based learning media is that it guarantees to increase the competence of sketching skills.

AR SINAPS: AUGMENTED REALITY LEARNING MEDIA TO ENHANCE CRITICAL THINKING ABILITY

The competitive world situation caused by globalization requires students in the 21st century to have the ability to think critically. Critical thinking ability is a thinking process that has a purpose and focuses on producing an idea to solve a problem. However, several studies show that students' critical thinking skills in biology are still in the low to medium category. Thus, several efforts are needed to improve critical thinking skills, one of which can be through the use of technology-based learning media. This study aims to improve students' critical thinking ability using Augmented Reality learning media. This research was carried out from January to July 2022 at State Senior High School 31 Jakarta (henceforth called SMAN 31 Jakarta). The research used a quasi-experimental design with a pretest-posttest control group design. The experimental class used AR SINAPS learning media to assist the learning process. The control class, on the other hand, used picture media. The research involved 44 students selected by simple random sampling. The participants were divided into experimental and control classes, each of which amounted to 22 students. The data analysis technique used was a t-test with a significant level (α) = 0.05. Based on the calculations on the average gain score for the experimental and control classes, a significance value of 0.01 was obtained, meaning that using AR SINAPS learning media might enhance high school students' critical thinking ability better than using the picture media.

Student Response to the Use of Augmented Reality Media in the Circulatory System in Humans

This study aims to explore the students' response to the use of Augmented Reality (AR) media in learning the circulatory system in humans. Until now, students have relied on textbooks consisting of pictures and text as their learning source. However, they face difficulties when studying topics such as the circulatory system that require complex visualization. A survey method was employed to collect data from students of the Biology Study Program at IPB University. The research sample consisted of 20 randomly selected respondents. The survey was conducted using a structured questionnaire designed to gather information about student engagement, conceptual understanding, interest, and preferences in using AR learning media. The questionnaire included questions about the respondents' response to their experience using AR media, perceived benefits, difficulties encountered, and suggestions for the development of future AR media. The collected survey data was analyzed using descriptive statistical methods. Descriptive statistics were used to summarize and depict the distribution of students' responses to the use of AR media in learning the circulatory system in humans. The results of this study can be concluded that the use of AR media in learning the circulatory system in humans has shown great potential. The majority of students responded positively, finding the use of AR media visually appealing and easy to learn.

Image Tracking Berbasis AR Untuk Peningkatan Pembelajaran Buah Pada Pendidikan Anak Usia Dini (PAUD)

The current recognition and learning system still uses magazines, books and websites. This makes the lessons of the topics taught still difficult to understand. In this study, a fruit recognition learning model was created in early childhood education based on Augmented Reality and digitalized teaching aids. Augmented Reality is a technology that embodies the merging of the real world (reality) and virtual world (virtual) where this technology is also known as Virtual Reality. The marker in the form of an image will be captured by the camera, processed and a 3D fruit animation will appear on the mobile screen. The purpose of this research is to produce a fruit recognition learning model in PAUD TK Aba Sukoharjo Kalasan based on Augmented Reality and to create digitalized teaching aids. By using Augmented Reality the application can be educational and attract interest in children's curiosity. The method used in this study is the Multimedia Development Life Cycle (MDLC). The fruit recognition application has been applied to several child respondents. Based on research trials, before there was an application for interest in learning, children learned fruit recognition with a score of 73% with the predicate agreeing. The effect of positive trends on children to learn with augmented reality learning media is shown by a score of 81% of 30 child respondents stating that the application is very effective as an increase in the recognition of fruits

Augmented Reality Learning Media on Geographic Symptoms to Increase University Students' Knowledge of Geographic Science: Pro-Environmental Behaviour

In supporting difficult learning, innovative learning media are needed. One of the innovative learning media is augmented reality (AR). In this study, there is an AR design that is needed for the material of geographical phenomena. The method used is R D (Borg Gall, 2014). The results obtained in this study are AR designs for geographical phenomena (volcanoes, earthquakes, and tsunamis). It is hoped that the AR design for the material on geographical phenomena in this article can be useful in applying augmented reality material for geographical phenomena in social studies for lecturers who want to develop it as a learning medium for students.

Pengembangan Media Pembelajaran Berbasis Augmented Reality Pada Mata Pelajaran IPA Materi Struktur dan Fungsi Jaringan Pada Tumbuhan di SMP

The right learning media with technological developments has an effect on an effective and efficient learning process. Learning media using augmented reality is one solution to this problem. Utilization of learning media using augmented reality technology is useful in improving the learning process and student interest because students are required to think for real without having to bring in practical tools directly. This is the background of this research so as to develop learning media using augmented reality technology to be one solution to increase the interest of students in the learning process
 This type of research is research and development Research and Development (R&D) using the ADDIE development model. The stages in the development of this development model are: Analysis (Analysis), Design (Design, Implementation), Evaluation (Evaluate). The results of this research and development are augmented reality-based learning media equipped with AR Book as a support. The research sample for product validity, it was carried out by 3 people, namely 2 media validators and 1 material validator, and for the effectiveness test there were 15 students of class VIII SMP Muhammadiyah 5 Padang.
 Based on the results of the assessment of the research and development of augmented reality-based learning media, it can be concluded that the assessments of two media experts are categorized as "Very Eligible" for use with the number of assessments from validator I getting an average of 4.96, and validator II an average of 4 ,92. While the results of the material expert's assessment were categorized as "Very Appropriate" with an average of 4.90. The results of the practicality test of learning media are in the "Very Practical" category with an average assessment result of 4.84. So it can be concluded that the augmented reality-based learning media in the Science subject matter of the Structure and Function of Plant Networks in Junior High Schools that has been developed is appropriate and practical. Then Augmented Reality Learning Media is feasible to use in the learning process.

PELATIHAN DAN PENDAMPINGAN MEDIA PEMBELAJARAN BAHASA ISYARAT DI SLB NEGERI 1 PALOPO

Education is a universal right, including for children with special characteristics such as deaf students at SLB Negeri 1 Palopo. To support their learning, the use of interactive learning media based on information and communication technology, such as Augmented Reality (AR), is an effective solution. This Community Service aims to implement AR as an interactive and effective sign language learning medium for deaf students. This Community Service involves the introduction of student learning activities in sign language learning and the development of AR-based learning media products. The product is a mobile application that can be accessed using an Android mobile device. The implementation of learning media is carried out through the introduction of application features to teachers and students, as well as direct trials involving parental participation. The use of AR technology in learning media is also considered to provide an interactive and interesting learning experience for students. The implementation of Augmented Reality as an interactive sign language learning media at SLB Negeri 1 Palopo provides positive benefits in the learning of deaf students. This AR learning media can improve students' understanding of sign language in a more interactive and fun way. It also shows the potential of using technology in expanding educational accessibility for students with special needs, such as students who are deaf.

Augmented Reality as a Media for Distance Learning in the Digital Era: Contribution in Improving Critical Thinking Skills

As a result of the COVID-19 pandemic, education has undergone a transformation in the learning methods it has carried out so far, from face-to-face to virtual face-to-face or better known as distance learning. Distance learning is a way of independent learning using technology. Usually, this learning method is considered less effective in developing critical thinking skills. Therefore, this study aims to measure the effectiveness of one of the technologies used for distance learning, namely smartphone-based Augmented Reality (AR) in improving critical thinking skills. The subjects involved in this study were second grade vocational high school students in Surakarta with a total sample of 120 students. Furthermore, the true experiment design research method of the Pretest-Posttest Control Group Design was used and the data were collected by studying the observation syntax, while data analysis techniques were conducted by using One-Way ANOVA statistical test. As for the results of this study, namely Surakarta State Vocational School X obtained an average test result in a class that used augmented reality media which was 71.4 points, higher than the class that did not use AR learning media, namely 51.03. The same results were also shown at Surakarta State Vocational School Y, where the class that used augmented reality (AR) media obtained an average test score of 69.47, which was greater than the class that did not use it, that was only 45.67. These results indicate that the use of smartphone-based augmented reality technology is quite effective in developing students’ critical thinking skills in distance learning.

The Effectiveness of Using Augmented Reality-based Learning Media in Physics Learning: Literature Study

This study aims to describe the effectiveness of using augmented reality-based learning media in physics learning. This effectiveness is in terms of increasing understanding of concepts, interest in learning, learning outcomes and students' critical thinking skills. This research is motivated because there is still a lack of understanding of physics because of its abstract concept and lack of innovation in learning so that it can reduce learning outcomes. Therefore, innovation is needed in the physics learning process, namely augmented reality learning media. This study uses a quantitative approach with data collection methods in the form of literature studies. The literature sources used come from the Google Scholar indexing portal, Sinta, Garuda and others. Researchers got 10 references related to the study objectives starting from 2014 to 2022. The results of the literature study show that the use of augmented reality in physics learning can improve conceptual understanding, increase interest in learning, improve learning outcomes and improve students' critical thinking skills in learning physics.

The Development of Android-based Augmented Reality Learning Media for Three Dimensional Curved Surface

The objective of this study are developing the valid Augmented Reality (AR) learning media in Android platform for three dimensional curved surface and getting the students responses. This study was using the type of Research and Development (R&D) with the ADDIE model ( Analysis, Design, Development, Implementation, Evaluation). The data collection technique was using the questionnaire, which used to validating the media and getting the students responses. The validation was obtained from lecturer in State University of Medan as the material experts and media experts. The media have been implement to the students in the 3rd grade of SMP Negeri 35 Medan. The result of this study show that the AR learning media is the very valid learning media in accordance to the total score percentage of material experts (81,25%) and media experts (82,14%). The students was responsing that the AR learning media in excelent category in accordance to the total score percentage of students responses (85,88%). Therefore, based on the validation, the validity of the android-based augmented reality learning media for three dimensional curved surface has been tested

How to Apply Augmented Reality based Active Learning in Islamic Higher Education?

Learning at Islamic universities currently has challenges to utilize technology-based active learning. However, knowledge about the application of learning media based on active learning in Islamic higher education is still very lacking. So there needs to be a discussion about this. The purpose of this study was to determine the pattern of implementation and strategy of applying augmented reality based on active learning in Islamic universities. Based on the results of the study, it shows the implementation pattern and learning strategy of augmented reality-based on active learning in Islamic Universities as follows: First, it begins by considering the development of the application, knowing the types of active learning classroom, introducing augmented reality learning media and active learning, giving pictures and videos of learning materials using augmented reality for the process of individual reflection and the last stage is discussion and group work. The application of augmented reality in learning in Islamic higher education also attention to indicators of student participation behavior so that students have intellectual inquiry abilities and metacognition.

The Application of Mobile Augmented Reality to Improve Learning Outcomes in Senior High Schools

Innovation based on technology is important for the learning process, especially in the environmental subject. This research was conducted to improve the learning outcomes of senior high school students using Augmented Reality (AR) for environmental pollution. Our study uses the research and development method with the model from Borg and Gall. The students as objects of research were divided into two classes including the control and experimental groups. The AR learning media was validated by experts in relevant fields with the focus on the three aspects of media, material, and language before it was applied to the students. The validation result for the media aspect was found to be 3.25%, the material was 3.00%, and language was 3.29%, and this indicates the media is valid. The results showed that the average score for the learning outcomes of the control class was 52.6 while the value for the experimental class was 69.8. This signifies the AR learning media developed for environmental pollution contributed positively to the process of learning biology and also fosters student interest in learning. Therefore, the learning media was confirmed to be appropriate for students studying biology subjects.

The Innovation of Augmented Reality Learning Media with Interactive Component Model to Improve Special Ability of Vocational Education Knowledge in the Digital Era

<span lang="IN">This learning media innovation research aims to: (1) develop learning innovations of augmented reality learning media interactive tractor machine with 3D model; (2) test the feasibility level of the most recent advances learning media innovation; and (3) test the effectiveness of the most recent advances learning media innovations. The researcher selected to utilize the research and development (R&D) method for this research, and then used a quasi-experimental research method to examine the effectiveness of the development of learning media innovation. Two teams of professionals, e-learning media professionals and vocational education material professionals, work together to validate products. The study's results include the following: First, two teams of validators determined that the augmented reality</span><span lang="EN-US"> learning media with interactive 3D produced had a high attraction. Second, in the digital 4.0 era, augmented reality learning media with interactive 3D produced can help vocational students strengthen their specific abilities</span><span lang="IN">.</span>