PENGEMBANGAN BAHAN AJAR BERBANTUAN AUGMENTED REALITY SOFTWARE DAN SMARTPHONE UNTUK PENCAPAIAN KOMPETENSI DASAR MATEMATIS TUNARUNGU

Penelitian ini dilaksanakan pada salah satu SLB Negeri di Kota Bandung dengan responden siswa tunarungu kelas VIII. Penelitian ini merupakan penelitian dan pengembangan menggunakan model R&D Borg & Gall (1983) yang dimodifikasi sesuai kebutuhan penelitian. Penelitian ini terdiri dari 5 tahap yaitu: (1) studi pendahuluan; (2) perencanaan; (3) pengembangan; (4) uji lapangan; (5) evaluasi. Penelitian ini dilatarbelakangi oleh kesulitan siswa dalam memahami konsep matematika pada materi bilangan bulat negatif dan operasinya. Guru membutuhkan suatu media untuk membantu dan menjembatani siswa dalam memahami konsep ini. Oleh karena itu, dibuat suatu bahan ajar berbantuan media Augmented Reality Software dan smartphone untuk membantu pembelajaran matematika bagi siswa tunarungu. Tujuan dari penelitian ini yaitu: (1) mendeskripsikan rancangan bahan ajar berbantuan Augmented Reality Software dan smartphone untuk pencapaian kompetensi dasar matematis pada anak tunarungu; (2) mengetahui efektivitas rancangan bahan ajar berbantuan Augmented Reality Software dan smartphone untuk pencapaian kompetensi dasar matematis pada anak tunarungu. Hasil analisis dari penelitian ini menunjukan: (1) terdapat beberapa revisi bahan ajar dan media pembelajaran dari tahap desain sampai tahap produk hasil revisi; (2) terdapat pengaruh positif bagi guru atau praktisi dalam pembelajaran menggunakan bahan ajar berbantuan Augmented Reality Software dan smartphone; (3) secara umum, siswa menunjukkan respons positif terhadap pembelajaran matematika menggunakan bahan ajar berbantuan media Augmented Reality Software dan smartphone; (4) terdapat beberapa kendala pada pengembangan bahan ajar dan media, seperti menyesuaikan desain awal Augmented Reality dengan materi, mengalokasikan waktu saat pembelajaran, memperbaiki bug atau eror pada media Augmented Reality.----------This research was conducted in one of the public school for children with special needs in Bandung. The respondens for this research are deaf students in eight grade. This research is a research and development model’s using R&D by Borg & Gall’s model (1983) which is modified according to research needs. This research consists of 5 stages: (1) preliminary study; (2) planning; (3) development; (4) field test; (5) evaluation. This research is motivated by students' difficulties in understanding the mathematical concepts on negative integers material and its operation. Teachers require a medium to help and bridge the students in understanding some concepts. Therefore, a teaching material supported by Augmented Reality Software and smartphone medium to help learning mathematics for deaf students. The purpose of this research are: (1) to describe the design of teaching materials supported by Augmented Reality Software and smartphone for deaf students achievement in basic mathematical competence; (2) to know the effectiveness of the design of teaching materials supported by Augmented Reality Software and smartphone for deaf students achievement in basic mathematical competences. The results of the analysis of this study show: (1) there are several revisions of learning materials and medium from the design stage to the revised product stage; (2) there is a positive influence for teachers or practitioners in learning using teaching materials supported by Augmented Reality Software and smartphone; (3) in general, students show positive responses to mathematics learning using teaching materials supported by Augmented Reality Software and smartphone medium; (4) there are some obstacles to the development of teaching materials and medium, such as adjusting the initial design of Augmented Reality with materials, allocating time during the lesson, fixing bugs or errors on Augmented Reality medium

Development of Augmented Reality (Ar) Learning Media of Natural Science Subject on Subject Matter of Water Cycle for MI Grade V Students

This development research aims to: (1) produce the learning medium of Augmented Reality (AR) on  natural science subject on subject water recycle  in class V MI Wahid Hasyim; (2) knowing the quality of the products the learning medium of Augmented Reality (AR) on  natural science subject on subject matter of water recycle ; (3) find out the results of the response of teachers and students so that decent media used in learning the natural science.The development model used in this medium is the modified Thiagarajan 4D model. The stages carried out consist of three stages, namely Define (defining), Design (design), and Develop (development). The media for learning Augmented Reality (AR) was assessed by 1 media expert, 1 matter expert, 1 peer reviewer, 1 class V teacher and 10 V grade students MI Wahid Hasyim to find out student responses. The instruments used were questionnaire and evaluation sheets using non-objective description forms for testing the quality of science learning media products. The results of the study are: (1) Augmented Reality (AR) media learning products have been developed for water cycle matter run on Android version 4.1 jelly bean, (2) Learning media for Augmented Reality (AR) water cycle matter with feasibility according to the overall assessment of reviewers and peers reviewers obtain very good quality ie 90.2%, (3) response or response of class V teachers is very good with a percentage of 82.57%. Likewise, the students' responses obtained a percentage of 90.2% with a positive response so that the learning media had a quality category on the Very Good criteria which was also supported by the results of students who experienced an increase of 35.8%. Based on the results of data acquisition shows that the learning media of Augmented Reality (AR) on natural science subjects water cycle matter in class V MI Wahid Hasyim is worthy of being used as a learning resource for students.This development research aims to: (1) produce the learning medium of Augmented Reality (AR) on natural science subject on subject water recycle in class V MI Wahid Hasyim; (2) knowing the quality of the products the learning medium of Augmented Reality (AR) on natural science subject on the subject matter of water recycle ; (3) find out the results of the response of teachers and students so that decent media used in learning natural science. The development model used in this medium is the modified Thiagarajan 4D model. The stages carried out consist of three stages, namely Define (defining), Design (design), and Develop (development). The media for learning Augmented Reality (AR) was assessed by 1 media expert, 1 matter expert, 1 peer reviewer, 1 class V teacher, and 10 V grade students MI Wahid Hasyim to find out student responses. The instruments used were questionnaires and evaluation sheets using non-objective description forms for testing the quality of science learning media products. The results of the study are: (1) Augmented Reality (AR) media learning products have been developed for water cycle matter run on Android version 4.1 jelly bean, (2) Learning media for Augmented Reality (AR) water cycle matter with feasibility according to the overall assessment of reviewers and peers reviewers obtain very good quality ie 90.2%, (3) response or response of class V teachers is very good with a percentage of 82.57%. Likewise, the students' responses obtained a percentage of 90.2% with a positive response so that the learning media had a quality category on the Very Good criteria which was also supported by the results of students who experienced an increase of 35.8%. Based on the results of data acquisition shows that the learning media of Augmented Reality (AR) on natural science subjects water cycle matter in class V MI Wahid Hasyim is worthy of being used as a learning resource for students

The Effects of Augmented Reality in a 7th-Grade Science Lesson on Students' Academic Achievement and Motivation

This study examines the effects of a seventh-grade science course supported by augmented reality technologies on students' academic achievement on elements and compounds, their motivation towards the science course, and their motivation toward the augmented reality materials used. The study was conducted with the quasi-experimental design of the quantitative research method. The research sample consists of 50 seventh-grade students, 25 in the experimental group and 25 in the control group, studying in a public school. As data collection tools, academic achievement tests, motivation scale for learning science, and motivation scale for the materials used were utilized. In addition, the collected data were analyzed with the SPSS 24.0 program. As a consequence of the research, it was discovered that augmented reality technologies boosted students' academic success and motivation toward science learning (p0.001). In addition, students' motivation toward augmented reality materials was also found to be high

Augmented reality environments for teaching innovation

Abstract This contribution presents the results of research on teaching practices supported by augmented reality conducted in school contexts in the three-year period 2015–2017. With reference to the objectives of the National Plan for Digital Education relating to the realisation of innovative learning pathways to promote critical thinking, reflection and creativity, attention is addressed here to the digital environments and in particular to the augmented reality environments for school education. Specifically, the article aims to reflect on the impact of augmented reality in learning for secondary school students, in relation to the co-constructive and participative approach of knowledge and to the expressive re-elaboration. For this purpose, the analysis of the data of a questionnaire is proposed, administered to secondary school teachers from various Italian regions, in regard to heritage education developed by means of augmented reality. Both the strengths, with particular reference to the elements of teaching innovation, and the critical aspects have been examined to identify the elements/processes capable of making innovative learning practices sustainable

Development of A Learning Module Supported by Augmented Reality on Chemical Bonding Material to Improve Interest and Motivation of Students Learning for Senior High School

The chemical bonding material is a concept that requires visualization. For students to comprehend chemical bonding concepts better, molecular forms must be depicted in the materials. Consequently, a learning module that can show 3D things made from molecular structures is necessary. This study aims to create and evaluate an augmented reality-based learning module on chemical bonds while examining the similarities and differences between students' interests and learning motivation before and after utilizing the augmented reality-based learning modules. The product is designed utilizing a 4-D model, and this study uses a research and development model. A quasi-experimental method and one group pretest and posttest design were used to evaluate the module involving 53 students chosen randomly. A sample of Hotelling's T2 test was used to analyze the student responses to the questionnaire about interest and motivation for learning. Descriptive quantitative analysis was used to analyze the data from the product quality assessment. The results showed that the developed augmented reality-supported chemical bonding learning module was very suited for chemistry learning and that there were variations between pre- and post-usage in student interest and motivation to study simultaneously or separatel

Faculty of Science Education and Teacher Traning Sunan Kalijaga State Islamic University

This development research aims to: (1) produce the learning medium of Augmented Reality (AR) on natural science subject on subject water recycle in class V MI Wahid Hasyim; (2) knowing the quality of the products the learning medium of Augmented Reality (AR) on natural science subject on the subject matter of water recycle ; (3) find out the results of the response of teachers and students so that decent media used in learning natural science. The development model used in this medium is the modified Thiagarajan 4D model. The stages carried out consist of three stages, namely Define (defining), Design (design), and Develop (development). The media for learning Augmented Reality (AR) was assessed by 1 media expert, 1 matter expert, 1 peer reviewer, 1 class V teacher, and 10 V grade students MI Wahid Hasyim to find out student responses. The instruments used were questionnaires and evaluation sheets using non-objective description forms for testing the quality of science learning media products. The results of the study are: (1) Augmented Reality (AR) media learning products have been developed for water cycle matter run on Android version 4.1 jelly bean, (2) Learning media for Augmented Reality (AR) water cycle matter with feasibility according to the overall assessment of reviewers and peers reviewers obtain very good quality ie 90.2%, (3) response or response of class V teachers is very good with a percentage of 82.57%. Likewise, the students' responses obtained a percentage of 90.2% with a positive response so that the learning media had a quality category on the Very Good criteria which was also supported by the results of students who experienced an increase of 35.8%. Based on the results of data acquisition shows that the learnin

Impact of an augmented reality system on students' motivation for a visual art course

In this paper, the authors show that augmented reality technology has a positive impact on the motivation of middle-school students. The Instructional Materials Motivation Survey (IMMS) (Keller, 2010) based on the ARCS motivation model (Keller, 1987a) was used to gather information; it considers four motivational factors: attention, relevance, confidence, and satisfaction. Motivational factors of attention and satisfaction in an augmented-reality-based learning environment were better rated than those obtained in a slides-based learning environment. When the impact of the augmented reality system was analyzed in isolation, the attention and confidence factors were the best rated. The usability study showed that although this technology is not mature enough to be used massively in education, enthusiasm of middle-school students diminished most of the barriers found. (C) 2012 Published by Elsevier Ltd.This research has been partially supported by the Spanish national projects Learn3 (grant TIN2008-05163/TSI) and EEE (grant TIN2011-28308-C03-01) and the Madrid regional project eMadrid (grant S2009/TIC-1650).Publicad

Augmented Reality and Animation Supported-STEM Activities in Grades K-12: Water Treatment

Animation is used to increase the interest and engagement of students in the learning environment. Animation is exciting and fun, and using animation, abstract concepts are easy to present, display, and convey to students. Augmented reality, like animation, can help make it easier to understand abstract concepts. In many areas, augmented reality is used in education since it perfectly integrates virtual content with the natural world. STEM education is one of the areas where augmented reality can be used effectively. In this context, this research aimed to reveal the fourth-grade students' opinions about augmented reality and animation-supported STEM activities on the "Water Treatment" topic. These  STEM activities were carried out with 15 (7 females, 8 males) fourth-grade students from a primary school in Turkey and lasted for 6 lesson hours. This study is a case study. As data collection tools in the study, the Know-Want-Learned chart, and the Application General Evaluation Form, which consists of eight open-ended questions developed by the researchers, were used. Based on the study's findings and the researchers' observations, it was determined that the augmented reality and animation-supported STEM activities are appropriate for acquisition, content, application, active participation, duration, and student level. In addition, the activities were enjoyable, humorous, engaging, and exciting. It is recommended in this context to conduct similar studies on different disciplines or concepts.

2D Barcode and Augmented Reality Supported English Learning System

This study aims to construct a 2D barcode and handheld augmented reality supported learning system called HELLO (Handheld English Language Learning Organization), to improve students ’ English level. The HELLO integrates the 2D barcodes, the Internet, augmented reality, mobile computing and database technologies. The proposed system consists of two subsystems: an English learning management system and a mobile learning tools system. A four-week pilot study and questionnaire survey were conducted in college to evaluate effects of proposed learning system and student learning attitudes. Furthermore, the evaluation results indicate that 2D barcodes and augmented reality technology are useful for English learning. 1

Towards Measuring Learning Effectiveness considering Presence, Engagement and Immersion in a Mixed and Augmented Reality Learning Environment

The current era of advanced display technologies, such as a head mounted displays, smart glasses and handheld devices, have supported the usage of mixed-reality and augmented reality concepts in smart educational classrooms. These advanced technologies have enabled enhanced collaboration and an interactive communication between distance learners and local learners. Being present' is a key factor in both worlds (real and virtual) as it plays an important role in increasing the students' collaborative engagement during the learning activity. However, few studies have considered how much using such immersive interfaces with various learning scenarios may ultimately affect learning outcomes, and whether students feel fully engaged or not in such environments. This work-in-progress paper will demonstrate a MiRTLE+ prototype of how remote students can collaborate within mixed-reality environments by using an augmented reality approach. Secondly, it will explore the learning effectiveness based on the following factors: students' presence, engagement, and immersion in smart environments. With regard to the learning task, we will consider a card game task to measure the learners' progress as they progress from novice to expert player. To evaluate these factors, we utilise several existing frameworks which have been applied to our mixed-reality worlds that help us to examine the learning outcomes from using these environments