Design and Preliminary Evaluation of Augmented Reality Multimedia for Grade VIII Science Learning
DOI:
https://doi.org/10.57255/intellect.v5i2.1822Keywords:
Augmented reality, science education, instructional multimedia, ADDIE, Grade VIIIAbstract
Grade VIII science instruction at SMPN 4 Padang Panjang relied largely on textbooks and slides, motivating the development of an augmented-reality (AR) multimedia resource for visualizing difficult scientific concepts. This research-and-development study used the ADDIE model to design an application incorporating three-dimensional representations, animation, and quizzes. Product appraisal involved three experts; practicality responses were obtained from 45 students and three science teachers; and pretest–posttest scores were presented for 25 students. The expert ratings totaled 216 of 225 possible points, corresponding to a rescaled mean of 0.95. The user-response tables reported an overall coefficient of 0.91. The 25 reported student gain indices averaged approximately 0.85, whereas the initial summary gave 0.83. Item-level data needed to verify Aiken’s V and rater-agreement data required for Cohen’s Kappa were unavailable. These findings offer preliminary support for continued development and classroom testing, but the single-group design does not establish that AR independently caused the score changes. Further evaluation requires transparent instrument reporting and technical testing.
Abstrak
Pembelajaran sains kelas VIII di SMPN 4 Padang Panjang sebagian besar masih mengandalkan buku teks dan slide, yang mendorong pengembangan sumber daya multimedia berbasis *augmented reality* (AR) untuk memvisualisasikan konsep-konsep sains yang sulit dipahami. Studi penelitian dan pengembangan ini menggunakan model ADDIE untuk merancang aplikasi yang mencakup representasi tiga dimensi, animasi, dan kuis. Penilaian produk melibatkan tiga orang ahli; data mengenai kepraktisan diperoleh dari 45 siswa dan tiga guru sains; serta skor *pretest* dan *posttest* disajikan untuk 25 siswa. Penilaian dari para ahli mencapai 216 dari total 225 poin, yang setara dengan nilai rata-rata 0,95 setelah disesuaikan. Tabel respons pengguna menunjukkan koefisien keseluruhan sebesar 0,91. Indeks peningkatan (*gain index*) dari 25 siswa tersebut memiliki rata-rata sekitar 0,85, sementara ringkasan awal menunjukkan angka 0,83. Data pada tingkat butir soal yang diperlukan untuk memverifikasi nilai Aiken’s V, serta data kesepakatan penilai (*rater agreement*) yang diperlukan untuk perhitungan Cohen’s Kappa, tidak tersedia. Temuan ini memberikan dukungan awal untuk pengembangan lebih lanjut dan pengujian di dalam kelas; namun, desain penelitian kelompok tunggal (*single-group design*) tidak dapat memastikan bahwa perubahan skor tersebut disebabkan secara langsung oleh penggunaan AR. Evaluasi lebih lanjut memerlukan pelaporan instrumen yang transparan serta pengujian teknis.
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