PENGEMBANGAN MODUL INTERAKTIF BERBASIS AUGMENTED REALITY MATERI HUKUM NEWTON TENTANG GERAK UNTUK MENINGKATKAN KEMAMPUAN ANALISIS SISWA

Soma Reza Maulana, NIM.: 19104050015 (2025) PENGEMBANGAN MODUL INTERAKTIF BERBASIS AUGMENTED REALITY MATERI HUKUM NEWTON TENTANG GERAK UNTUK MENINGKATKAN KEMAMPUAN ANALISIS SISWA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This study is a development research project aimed at creating an interactive module based on augmented reality (AR). The development research has two objectives: 1) to determine the quality of the AR-based interactive physics learning module, and 2) to determine the effectiveness of the AR-based interactive module in enhancing students' analytical skills. The development model used in this research is the 4D Thiagarajan model, which consists of four stages: define, design, develop, and disseminate. The method employed is quantitative data analysis with a descriptive approach. Instruments used to collect research data include material expert validation sheets, media expert validation sheets, practitioner assessment sheets (teacher evaluations), and student readability questionnaires. Expert validation indicated high validity (Aiken’s V: 0.97 for material experts, 0.93 for media experts), supported by positive responses from teachers (average score 3.46, 'very good' category) and students (score 3.32, 'good' category) regarding aspects of material clarity, design, and ease of AR use. However, the N-Gain test results for students' analytical skills showed only a 0.26 increase (low), attributed to the already high pretest scores (71.88). Another factor contributing to the low N-Gain score is the material’s narrow focus on basic Newton’s Laws concepts and their simple applications, given that the high-achieving students had already mastered these foundational principles prior to the intervention. The final product is a module featuring interactive elements such as 3D visualizations of physics concepts via AR markers, usage instructions, and analysis-based evaluation. It has been proven feasible as a learning medium, despite the non-significant improvement in analytical skills. Consequently, this module has the potential to serve as an innovative solution for contextual physics learning in the digital era.

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