The 21st Century learning requires technology in the learning process, including physics learning using abstract concepts. Furthermore, many teachers do not ap-ply technology in the classroom because of the teacher’s limitations in making learning media. The purpose of this research was to create an augmented reality-based learning media that can be used in classroom learning. The research method used in this research was Research and Development. The development procedure consists of a preliminary, design, development and implementation. In the preliminary study phase aims to analyse the needs of the world of education so that the direction of design and development to be made clearer and more precise. In the design and development phase, the researcher designed and created an augmented reality application and developed this augmented reality from a marker card to a real object marker. In the development stage augmented reality was judged by physicists and experts in the field of technology. After being judged, the application made was implemented and tested on 10 types of devices with different OS and implemented in classroom learning. Based on the test results, it can be concluded that the augmented reality application that has been made with successfully tested using several different devices and validated by experts and de-cleared eligible or good for use.
This study aims to examine the increase in students’ understanding of the optical geometry concept after being given treatment using the discovery learning model assisted by PhET simulation media and to test the effectiveness of this learning model to improve understanding of the optical geometry concepts. The method used in this research is quasi-experimental and uses the research design The Static Group Pretest-Post-test Design. The sampling technique in this study was taken using purposive sampling, namely where the control and experimental classes were selected based on the suitability of the student’s character with the researcher’s goals. Each experimental and control group consisted of 35 participants. The experimental class used the discovery learning model assisted by PhET simulation media and the control class uses the conventional learning model. The instrument in this study was using a multiple-choice test of 20 questions. Based on the test results of the Independent Sample Test, it obtained a significance value (α = 0.0001 < 0.05), which means that there is a difference in increasing understanding of the optical geometry concept between classes using the discovery Learning model assisted by PhET simulation media using the learning model conventional. Keywords: Discovery Learning model, learning media simulation PhET, conceptual understanding
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