Validation of Physics Augmented Reality-Based Learning Media on the Critical Thinking Skills and Visual Representation of Students in High School

Abstract

This study aims to analyze: the feasibility  of augmented reality (AR)-based learning media  to improve students' critical thinking skills and visual representation. This research is an ADDIE (Analysis, Design, Developed, Implementation and Evaluation) development research. The Analysis stage consists of concept analysis, student analysis, and specification of learning objectives (2) Design, related to designing initial products from learning media, critical thinking test instruments and visual representation (3) Developed stage related to the stage of content feasibility testing as well as revision of critical results and suggestions from validators and field trials (4) Implement, which is the stage of implementing products with non-equivalent pretest postes control group design quasi experiment method (5) Evaluate, the evaluation process starts from the analysis stage to the implementation stage. The subjects in this study were 102 students of SMA N 8 Ternate city as a field trial. The products developed include learning media, feasibility assessment sheets, student response questionnaires and test instruments. The instrument developed was a question instrument in the form of 10 questions describing critical thinking skills and visual representation. The data analysis techniques carried out are descriptive and inferential analysis. The analysis also uses the ideal standard deviation (SBi) to assess the feasibility of learning media, and a questionnaire on the practicality of students. While the analysis using V Aiken is to assess the results of the analysis of critical thinking test instruments and visual representation. The result of this study is that augmented reality (AR)-based learning media  on Newton's law material is suitable for use to improve critical thinking skills and visual representation.