Development of Augmented Reality-Assisted Practical Guide Media for Thermochemistry Practicum and Its Effectiveness in Improving Students' Learning Outcomes
DOI:
10.29303/jppipa.v11i2.10044Published:
2025-02-25Issue:
Vol. 11 No. 2 (2025): FebruaryKeywords:
Augmented Reality, Practicum Guide, ThermochemistryResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
The governments’s goal to produce graduates able to compete in all technology era must be realized by using media with technological assistance in the learning process. Chemistry learning focuses on providing direct experience which can be in the form of practical work activities. The limitations of laboratory facilities, tools, and practical work materials hinder the implementation of practical work activities, but this can be minimized, one of which is with Augmented Reality assistance. This research aimed at producing Augmented Reality assisted practicum guide media in Thermochemistry practice that was valid and practical based on the result of validity test by material, media and language experts and practical test by chemistry teacher and students. Research and Development method was used in this research with ADDIE research design, and the steps were (1) Analyze, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. Material experts validation result have a percentage 80% with valid category, media experts have a percentage 79,6% with valid category and linguist have a percentage 100% with very valid category. The percentage of practicality test by Chemistry subject teachers was 82% with very practical category, and the percentage of student response practicality test was 86% with very practical category. Based on the test result of validity and practicality it could be concluded that Augmented Reality assisted practicum guide media in thermochemistry practice was very appropriate and practical to be used as a learning on thermochemistry. This practicum guide has also been tested for its effectiveness on students' learning outcomes using a Single group pretest-posttest design. The results of the non-parametric test with the Mann-Whitney test obtained a calculated Uhitung of -132. This value is smaller than its Utabel of 123, which means that H0 is rejected and Ha is accepted. It can be concluded that there is a difference in students' learning outcomes in learning chemistry between classes that apply Augmented Reality-assisted practicum guide media or not in thermochemistry practicums.
References
Anggraini, T., Nurhamidah, & Rohiat, S. (2022). Analisis hubungan pelaksanaan pratikum terhadap hasil belajar kimia siswa SMA negeri di kota Bengkulu. Jurnal Pendidikan dan Ilmu Kimia, 6(1), 28–34.
Arifin, A. M., Pujiastuti, H., & Sudiana, R. (2020). Pengembangan media pembelajaran STEM dengan augmented reality untuk meningkatkan kemampuan spasial matematis siswa [Development of STEM learning media with augmented reality to improve students' mathematical spatial abilities]. Jurnal Riset Pendidikan Matematika, 7(1), 59–73. https://doi.org/10.21831/jrpm.v7i1.32135.
Arikunto, S. (2006). Metode Penelitian Tindakan Kelas. Bumi Aksara.
Aryani, P. R., Akhlis, I., & Subali, B. (2019). Penerapan model pembelajaran inkuiri terbimbing berbentuk augmented reality pada peserta didik untuk meningkatkan minat dan pemahaman konsep IPA. UPEJ Unnes Physics Education Journal, 8(2), 90–101.
Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan. (2013). Materi Pelatihan Implementasi Kurikulum 2013 SMA/MA dan SMK/MAK Bahasa Indonesia. Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan.
Clarinda, C., Novalinda, Gu, M., & Faradiba. (2022). Efektivitas penggunaan virtual laboratory terhadap peningkatan hasil belajar siswa SMA di era new normal. Edumatsains, 6(2), 257–266. https://doi.org/10.33541/edumatsains.v6i2.3339.
Damayanti, N. K. A., Maryam, S., & Subagia, I. W. (2019). Analisis pelaksanaan praktikum kimia. Jurnal Pendidikan Kimia Undiksha, 3(2), 52. https://doi.org/10.23887/jjpk.v3i2.21141.
Elisa, E., & Wiratmaja, I. G. (2019). Augmented reality: Analisis pengembangan media pembelajaran kimia untuk meningkatkan keterampilan 4C mahasiswa. Journal of The Indonesian Society of Integrated Chemistry, 11(2), 73–81. https://doi.org/10.22437/jisic.v11i2.8124.
Handayani, L. P., Farida, & Anhar, A. (2013). Pengembangan buku penuntun praktikum IPA berbasis inkuiri terbimbing untuk SMP Kelas VII semester II. Jurnal Pendidikan Biologi, 2(2).
Irham., Simaremare, T. P., Irwan, & Usmanto, U. (2021). Perbedaan motivasi kerja guru sertifikasi dan nonsertifikasi di madrasah aliyah negeri di kota Jambi. Edu Sosial, 1(1), 94–102.
Indihartati, S., & Ariyatun. (2022). Efektivitas media laboratorium virtual pada pembelajaran fisika di era pandemi COVID-19 terhadap keterampilan proses sains siswa. Jurnal Pendidikan dan Kebudayaan, 2(1), 80-87. https://doi.org/10.55606/jurdikbud.v2i1.129.
Kamaruddin, R., & Thahir, R. (2021). Pengaruh media pembelajaran berbasis augmented reality (AR) terhadap hasil belajar biologi siswa SMA. Jurnal Riset dan Inovasi Pembelajaran, 1(2), 24-35. https://doi.org/10.51574/jrip.v1i2.26.
Lubis, Z. (2021). Statistika Terapan untuk Ilmu-Ilmu Sosial dan Ekonomi. CV. Andi.
Menteri Pendidikan Nasional. (2001). Petunjuk Teknis Pelaksanaan Angka Kredit Jabatan Dosen. Menteri Pendidikan Nasional Direktur Jenderal Pendidikan Tinggi.
Nasution, S. (2019). Metode Research. Bumi Aksara.
Nurfadhillah, S. (2021). Media Pembelajaran. CV Jejak.
Rahma, F. M., Tika, N., & Kasyasa, W. (2019). Pengembangan lembar kerja siswa (LKS) dengan model discovery learning pada pokok bahasan titrasi asam basa. Jurnal Pendidikan Kimia Undiksha, 3(3), 77-82. https://doi.org/10.23887/jjpk.v3i2.21145.
Ruane, J. M. (2021). Seri DasarDasar Metode Penelitian. Nusamedia.
Rarastika, N. (2022). Penggunaan teknologi QR code dalam pembelajaran tematik: Penelitian pengembangan bahan ajar. Mahesa, 1(1), 94-104. https://doi.org/10.34007/ppd.v1i1.176.
Rosdiana, D., Suherman, A., & Darman, D. R. (2019). Pengembangan media pembelajaran virtual physics laboratory (vipphylab) dalam praktikum Kirchoff. Jurnal of Natural Science and Integration, 2(2), 132-142. 2620-496.
Sugiyono. (2016). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Alfabeta.
Salirawati, D., Subiantoro, A. W., & Pujianto. (2011). Pelatihan pengembangan praktikum IPA berbasis lingkungan. Jurnal Inotek, 15(1).
Sirait, E. D. (2016). Pengaruh minat belajar terhadap prestasi belajar matematika. Formatif: Jurnal Ilmiah Pendidikan MIPA, 6(1), 35–43. https://doi.org/10.30998/formatif.v6i1.750.
Suharti. (2021). Efektivitas penerapan media pembelajaran interaktif berbasis Edmodo dalam menyongsong era revolusi industri 4.0 terhadap hasil belajar matematika siswa Jurnal Cendekia, 5(2), 1025-1038. https://doi.org/10.31004/cendekia.v5i2.564.
Sumardani, D., Putri, A., Ramadhan, Z., Bakri, F., & Muliyati, D. (2019). Augmented physics' lab: Magnetic field use virtual learning media for 21st century students. Jurnal Pembelajaran Fisika, 8(1), 61–70. https://doi.org/10.23960/jpf.v8.n1.202007.
Yilmaz, R. M. (2018). Augmented reality trends in education between 2016 and 2017 years. State of the art virtual reality and augmented reality knowhow. https://doi.org/10.5772/intechopen.74943.
Author Biographies
Giska Amirah, State University of Yogyakarta
Ira Mahartika, Universitas Islam Negeri Sultan Syarif Kasim Riau
Suyanta, Universitas Islam Negeri Sultan Syarif Kasim Riau
License
Copyright (c) 2025 Giska Amirah, Ira Mahartika, Suyanta
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
