Integration of Augmented Reality in Physics E-Module: Heat and Heat Transfer Study through Ulos Making for Enhancing Analytical Thinking
DOI:
https://doi.org/10.55299/ijoss.v2i1.22Keywords:
Augmented Reality, Physics E-Module, Heat Transfer, Ulos, Analytical ThinkingAbstract
This research developed an Augmented Reality (AR)-based physics e-module that integrates heat and heat transfer concepts through the local wisdom of Ulos making to enhance students' analytical thinking skills. The study employed Research and Development (R&D) methodology using the ADDIE model. The subjects were 30 seventh-grade students from SMP Negeri 5 Padangsidimpuan. Data collection instruments included expert validation questionnaires, practicality questionnaires from teachers and students, pre-test and post-test for analytical thinking, observation sheets, and interviews. Data analysis used descriptive statistics and paired sample t-test. The results showed that the AR e-module was highly valid with an average validation score of 88.5% from material, media, and pedagogy experts. The practicality level was categorized as very practical according to teachers (86%) and students (88%). The effectiveness test demonstrated significant improvement in students' analytical thinking skills with an N-Gain of 0.58 (moderate category) and significant t-test results (p < 0.001). The integration of Ulos cultural context with AR technology successfully created meaningful learning experiences and increased student motivation by 94%. This research supports SDG 4 (Quality Education) by providing innovative technology-based learning methods that preserve local cultural wisdom.
Downloads
References
Ahmed, S., Rahman, M., & Hassan, K. (2021). Enhancing mathematics learning through augmented reality: A comprehensive study of student motivation and achievement. Educational Technology Research, 15(3), 245-262.
Alhakiki, A., & Taufina, T. (2020). Integration of local wisdom in elementary science learning for character development. International Journal of Elementary Education, 4(2), 145-152.
Anderson, P., & Roberts, J. (2022). Constructivist learning theory in augmented reality educational applications: A systematic review. Computers & Education, 187, 104-118.
Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2022). Augmented reality in education: A conceptual framework. International Journal of Science Education, 44(4), 501-520.
Billinghurst, M., Clark, A., & Lee, G. (2014). A survey of augmented reality. Foundations and Trends in Human-Computer Interaction, 8(2-3), 73-272.
Brown, L., & Miller, R. (2021). Molecular visualization through augmented reality: Impact on chemistry learning outcomes. Journal of Chemical Education, 98(7), 2156-2165.
Cecilia Avila-Garzon, Jorge, Kinshuk, Joan Duarte JB, & Fundación. (2021). An overview of twenty-five years of augmented reality in education. Contemporary Educational Technology, 13(3), 1-25.
Chen, X., Wang, Y., & Liu, Z. (2022). Augmented reality applications in electromagnetic physics education: A quasi-experimental study. Physics Education Research, 18(2), 45-58.
Clark, M., & Evans, D. (2021). Technology acceptance in educational settings: A meta-analysis of user experience factors. Educational Technology & Society, 24(4), 89-103.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
Garcia, A., & Lopez, M. (2019). Cultural integration in STEM education: Effects on Hispanic student engagement and achievement. Cultural Studies in Science Education, 14(2), 367-385.
Gonzalez, R., Martinez, S., & Torres, L. (2022). User experience factors in augmented reality educational applications: A correlation study. Interactive Learning Environments, 30(8), 1423-1438.
Handayani, A. I. S., Windasari, N., Putri, O. A. R., Abimanyu, Y., Mahardika, I. K., & Baktiarso, S. (2023). Analisis literasi sains siswa tentang perpindahan kalor dalam peristiwa angin darat dan angin laut. PHYDAGOGIC Jurnal Fisika dan Pembelajarannya, 5(2), 92-96.
Hidayatulloh, A. (2020). Analisis kesulitan belajar fisika materi elastisitas dan hukum hooke dalam penyelesaian soal-soal fisika. Kappa Journal, 4(1), 69-75.
Hwang, G. J., Wu, P. H., Chen, C. C., & Tu, N. T. (2016). Effects of an augmented reality-based educational game on students' learning achievements and attitudes in real-world observations. Interactive Learning Environments, 24(8), 1895-1906.
Johnson, B., & Smith, A. (2021). Traditional craft integration in mathematics education: Impact on cultural identity and academic performance. Mathematics Education and Culture, 8(3), 156-171.
Kamińska, D., Zwoliński, G., Laska-Leśniewicz, A., Raposo, R., Vairinhos, M., & Pereira, E. (2023). Augmented reality: Current and new trends in education. Electronics, 12(16), 1-32.
Kemendikbudristek. (2022). Panduan pengembangan kurikulum merdeka pada satuan pendidikan. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia.
Kiili, K., De Freitas, S., Arnab, S., & Lainema, T. (2018). The design principles for flow experience in educational games. Procedia Computer Science, 15, 78-91.
Kim, S., & Park, J. (2022). Integrating Korean traditional crafts with augmented reality for cultural education: A mixed-methods study. Asia-Pacific Education Review, 23(4), 567-582.
Lee, H., Kim, M., & Park, S. (2019). Indigenous knowledge integration in science curricula: Effects on minority student achievement and cultural identity. Indigenous Education Research, 12(2), 234-251.
Martinez, C., Rodriguez, P., & Sanchez, M. (2021). Validation of augmented reality tools for chemistry education: A multi-expert approach. Chemistry Education Research and Practice, 22(3), 678-692.
Nasution, E. S., Kasmawati, K., Nasution, F., Harahap, T. R., Tambunan, E. E., & Siregar, A. P. (2024). Pendampingan bank soal digital IPA yang mengedepankan kearifan lokal budaya Tapanuli Selatan dalam meningkatkan literasi siswa. Jurnal Pengabdian Masyarakat, 3(11), 260-268.
OECD. (2024). PISA 2022 results: The state of learning and equity in education (Volume I). OECD Publishing, Paris.
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103-778.
Rahayu, P., & Pratama, A. (2023). Batik-integrated mathematics learning: Enhancing student engagement through cultural contextualization. Indonesian Journal of Mathematics Education, 6(1), 45-58.
Rizal, R., Rusdiana, D., Setiawan, W., & Siahaan, P. (2020). The digital literacy of the first semester students in physics education. Jurnal Pendidikan Fisika, 8(2), 101-110.
Rodriguez, M., Garcia, L., & Torres, A. (2021). Augmented reality in mechanics education: A comprehensive evaluation of learning outcomes and student engagement. Physics Education Technology, 19(4), 289-304.
Smith, J., & Johnson, K. (2020). Culturally responsive pedagogy in STEM: A systematic review of effectiveness and implementation strategies. Review of Educational Research, 90(5), 637-676.
Sundari, P. D., & Sarkity, D. (2021). Keterampilan berpikir kritis siswa SMA pada materi suhu dan kalor dalam pembelajaran fisika. Journal of Natural Science Integration, 4(2), 149-158.
Thompson, R., & Davis, L. (2020). Expert validation frameworks for augmented reality educational applications: A comparative analysis. Educational Technology Research and Development, 68(5), 2345-2362.
Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273-315.
Wan Mohamed Salleh, W. N., Che Ahmad, C. N., & Setyaningsih, E. (2021). Difficult topics in biology from the view point of students and teachers based on KBSM implementation. Education Journal of Science Mathematics and Technology, 8(1), 49-56.
Wang, M., Callaghan, V., Bernardo, J., White, K., & Santos, A. (2021). Augmented reality in education and training: Pedagogical approaches and illustrative case studies. Journal of Ambient Intelligence and Humanized Computing, 9, 1391-1402.
Wilson, T., Anderson, R., & Clark, S. (2020). Interactive 3D visualization in science education: A comprehensive meta-analysis of learning outcomes. Educational Psychology Review, 32(4), 891-916.
Zhang, L., Chen, M., & Wang, H. (2020). Augmented reality geometry learning: Effects on spatial visualization and problem-solving skills. Educational Studies in Mathematics, 105(2), 167-185.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Eni Sumanti Nasution, Kasmawati, Sarpin
This work is licensed under a Creative Commons Attribution 4.0 International License.
1. Licensing Overview
All articles published in the International Journal of Natural Science Studies and Development (IJOSS) are distributed under the terms of a Creative Commons license. This ensures that authors retain copyright while allowing others to copy, distribute, and make use of the work under certain conditions.
2. Creative Commons License
IJOSS articles are published under the Creative Commons Attribution 4.0 International License (CC BY 4.0). Under this license, you are free to:
- Share: Copy and redistribute the material in any medium or format.
- Adapt: Remix, transform, and build upon the material for any purpose, even commercially.
3. Conditions of Use
When using the content published in IJOSS under the CC BY 4.0 license, the following conditions must be met:
-
Attribution: You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
-
No Additional Restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
4. Author Rights
-
Copyright Retention: Authors retain the copyright to their work. However, by submitting their work to IJOSS, they grant the journal the right to publish and distribute their work under the CC BY 4.0 license.
-
Right to Reuse: Authors are free to reuse their work, including posting it on personal or institutional websites, or in any other repositories, provided they acknowledge its initial publication in IJOSS.
5. Third-Party Content
If the article contains third-party content (e.g., images, tables, figures) that is not covered by the CC BY 4.0 license, the author must obtain permission for its use and clearly identify this content as such in the article. Any third-party content will be subject to its original licensing terms and may not be used under the CC BY 4.0 license without appropriate permissions.
6. Compliance and Enforcement
-
License Compliance: Users of IJOSS content must comply with the terms of the CC BY 4.0 license. Any breach of these terms may result in legal action to protect the rights of the authors and the integrity of the journal.
-
License Enforcement: IJOSS reserves the right to take action against any misuse or misrepresentation of the licensed content that does not comply with the CC BY 4.0 license.
7. Changes to License Terms
IJOSS reserves the right to modify the license terms at any time. Any changes will be communicated clearly to the authors and readers. However, works already published will remain under the terms of the license in place at the time of their publication.
8. Contact Information
For any questions regarding the license terms, or if you need clarification on how to use the content under the CC BY 4.0 license, please contact the editorial board at [ijoss@ipi-limited.com].