This paper is one of the outcomes of the PicsAR (Physics Augmented Reality) research project that is focusing on the evaluation of students’ abstract thinking skills while utilizing augmented reality (AR) in the atomic model. The sequence of the research has emerged into three steps: developing, validating, and the evaluation of the PicsAR. The research utilized an ADDIE model: “Analysis-Design-Development-Implementation-Evaluation”. In Spring semester 2019, the authors conducted these steps and resulted in a pocket of PicsAR booklet and AR application based on Android. Then, the trial of application was conducted to 33 students in private high school in Surabaya, Indonesia. Parameters of evaluation included the quality of PicsAR, impact on students abstract thinking skills, and the research outcomes. The results indicated (1) the process of developing AR in atomic model fulfil the criteria of product quality: validity, practicality, and effectiveness, (2) performing of students’ abstract thinking skills reached at least 66.67% in the combination of good and very good categories of all reasoning categories, (3) through PicsAR research project resulted in two prior publications and one property right. The atomic model is one of abstract physics concept representative in presenting the use of augmented reality in physics learning; therefore, the recommendation of this research is another abstract physics concepts should address the use of AR as a media for learning.
The research aimed at developing an augmented reality-based learning media to train abstract thinking skills that are feasible (practical and effective). Development research using the ADDIE model (Analysis, Design, Develop, Implementation, and Evaluation) guided the research methodology. Specifically, a one-shot case study was utilised in the research trial design. In the Spring Semester 2019, thirty three students from private high school in Surabaya implied the Picsar (Physics Augmented Reality). Data collection techniques used the form of observation sheet learning to assess the practicality of the media, assessment sheets, and student response questionnaires to assess the effectiveness of the media. The results of the research obtained some important points: 1) the percentage of learning implementation was 98.14% with a very good category; 2) the percentage of students’ abstract thinking skills indicated in varying numbers: 100% of proportional reasoning with very good categories, 66.67% of probabilistic reasoning with good categories, 75.76% combinatorial reasoning with good categories, and 66.67% of correlation reasoning with a good category), and the percentage of students’ responses by 92.76% with a very good category.
The aim of the research was to visualise abstract physics concepts through a PicsAR (Physics Augmented Reality) application to enhance students’ thinking skills in abstract concepts. Previously, the researchers developed the PicsAR by utilising Research and Development (R & D) design with an ADDIE model (Analysis, Design, Develop, Implementation, and Evaluation) and reported through previous publication. It has claimed that the PicsAR has fulfilled the criteria of valid, practice, and effective. The atomic model was exemplified as an abstract concept in physics as an outcome of visualisation. Totally, 33 high school students with their teacher in Surabaya Indonesia contributed to this study. To explore students’ thinking skills in abstract concepts, the descriptive statistics were used in guiding the data analysis. The visualisation of research trends in physics augmented reality was performed by VOSviewer software. Empirically, the finding of the research described the feature of PicsAR and the performance of the augmented reality of atomic models. Additionally, students’ abstract thinking skills of atomic models were also discussed, including four types of reasoning: proportional, probabilistic, combinatorial, and correlational reasoning. Overall, the students achieved excellent of all proportional reasoning indicators, two-thirds of probabilistic and correlational reasoning indicators, and seventy-five percent of combinatorial reasoning indicators.
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