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Learning innovation: Development of static electricity teaching module based on marker augmented reality with design thinking method
Learning innovation: Development of static electricity teaching module based on marker augmented reality with design thinking method
Nazirah Nasri, Khaeruddin, Imam Ramadhan, Mutahharah Hasyim & Eko Hadi Sujiono
International Journal of Education and Training, Volume 10, Issue 2, December 2024
Keywords: Learning module, static electricity, augmented reality, design thinking
Published on: 2024-12-31
Abstract
Abstract
This research aims to develop and evaluate a static electricity teaching module based on Marker Augmented Reality (MAR) called PyLo-AR using a Design Thinking approach. The module is designed to help learners understand static electricity concepts through visualization. The research assesses content and system validity, module effectiveness, and feedback from students regarding the teaching module. Validation results indicate that PyLo-AR has excellent content validity and good system validity. Effectiveness testing shows that the success rate of students using the PyLo-AR application is categorized as high, with a percentage score of 95.11%. SUS measurement results show an average score of 53 for Grade X and an average score of 70 for Grade XII. The study results indicate that the marker-based augmented reality teaching module, PyLo-AR, is valid in terms of content and system and has a relatively good acceptance level from users. This suggests that PyLo-AR can be an effective alternative in the physics learning process.
This research aims to develop and evaluate a static electricity teaching module based on Marker Augmented Reality (MAR) called PyLo-AR using a Design Thinking approach. The module is designed to help learners understand static electricity concepts through visualization. The research assesses content and system validity, module effectiveness, and feedback from students regarding the teaching module. Validation results indicate that PyLo-AR has excellent content validity and good system validity. Effectiveness testing shows that the success rate of students using the PyLo-AR application is categorized as high, with a percentage score of 95.11%. SUS measurement results show an average score of 53 for Grade X and an average score of 70 for Grade XII. The study results indicate that the marker-based augmented reality teaching module, PyLo-AR, is valid in terms of content and system and has a relatively good acceptance level from users. This suggests that PyLo-AR can be an effective alternative in the physics learning process.
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