DEVELOPING AUGMENTED REALITY-BASED LEARNING MEDIA FOR TSUNAMI MITIGATION TO ADDRESS STUDENT MICRO-LEARNING CHALLENGES
DOI:
https://doi.org/10.26740/jppipa.v11n1.p33-47Keywords:
augmented reality, tsunami disaster mitigation, micro-learning issues, learning media, ADDIEAbstract
Tsunami mitigation education often encounters significant challenges, as students struggle to grasp abstract concepts, visualize complex phenomena, and lack direct experiential learning opportunities. This research aims to develop Augmented Reality (AR)-based learning media in the form of a pocketbook to address micro-learning issues among Grade VIII junior high school students. The study employed a Research and Development (R&D) approach using the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). Participants included 25 Grade VIII female students at MMA Darul Jannah Al-Ma’wa, with data collected via expert validation sheets, pretest-posttest assessments, and student response questionnaires. Validation results categorized the media as "highly feasible" with a score of 83.25%. Effectiveness testing yielded an N-Gain value of 0.56 (moderately effective), while the paired t-test revealed a significance level of 0.000 (p<0.05), indicating a significant improvement between pretest and posttest scores. In conclusion, AR-based learning media effectively assists students in understanding tsunami mitigation more clearly, facilitating conceptual visualization and enhancing learning outcomes.
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