EFEKTIVITAS MEDIA PEMBELAJARAN BERBASIS AUGMENTED REALITY TERHADAP PEMAHAMAN KONSEP DAN SELF-REGULATED LEARNING PESERTA DIDIK PADA MATERI DINAMIKA ROTASI DAN KESETIMBANGAN BENDA TEGAR

Muhamad Zuhal, NIM.: 21104050050 (2026) EFEKTIVITAS MEDIA PEMBELAJARAN BERBASIS AUGMENTED REALITY TERHADAP PEMAHAMAN KONSEP DAN SELF-REGULATED LEARNING PESERTA DIDIK PADA MATERI DINAMIKA ROTASI DAN KESETIMBANGAN BENDA TEGAR. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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	Text (EFEKTIVITAS MEDIA PEMBELAJARAN BERBASIS AUGMENTED REALITY TERHADAP PEMAHAMAN KONSEP DAN SELF-REGULATED LEARNING PESERTA DIDIK PADA MATERI DINAMIKA ROTASI DAN KESETIMBANGAN BENDA TEGAR) 21104050050_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf Restricted to Registered users only Download (6MB) | Request a copy

Abstract

Conceptual understanding and self-regulated learning (SRL) are important aspects of physics learning, particularly in the topic of rotational dynamics and rigid body equilibrium, which is characterized by abstract and complex concepts. This condition requires the use of learning media that can help students understand concepts while managing their learning processes independently. This study aimed to determine the effectiveness of Augmented Reality (AR)-based learning media on students’ conceptual understanding and SRL in the topic of rotational dynamics and rigid body equilibrium after controlling for prior ability, as well as to determine the magnitude of its effect. This study employed a quantitative approach with a quasi-experimental design using a Nonequivalent Control Group Design. The participants consisted of 52 students, with 27 students in the experimental class and 25 students in the control class. The research instruments consisted of a conceptual understanding test and an SRL questionnaire administered during the pretest and posttest. Data were analyzed using descriptive statistics, an initial ability equivalence test, prerequisite tests, MANCOVA, univariate tests, Estimated Marginal Means, and effect size analysis using Partial Eta Squared (ηp²).

The results showed a simultaneous difference in students’ conceptual understanding and SRL between the experimental and control classes after controlling for students’ prior ability. The MANCOVA results showed Wilks’ Lambda = 0.879, F(2, 47) = 3.229, and p = 0.049. The univariate tests showed significant differences in conceptual understanding (F = 5.621; p = 0.022) and SRL (F = 5.095; p = 0.029). The Estimated Marginal Means were higher in the experimental class than in the control class, with means of 43.243 and 40.058 for conceptual understanding and 84.528 and 81.430 for SRL, respectively. The multivariate effect size was ηp² = 0.121, which falls into the medium category, with ηp² = 0.105 for conceptual understanding and ηp² = 0.096 for SRL, both of which are also categorized as medium effects. Therefore, AR-based learning media were effective in improving students’ conceptual understanding and SRL in the topic of rotational dynamics and rigid body equilibrium after controlling for prior ability.

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