Pengembangan Media Augmented Reality Berbasis Project Based Learning pada Materi Tata Surya

Rahma Diani; M. Rifatul Ickram; Sri Latifah

doi:10.70211/sakalima.v3i2.516

Vol. 3 No. 2 (2026): Juni | In Press

Open Access

Peer Reviewed

Pengembangan Media Augmented Reality Berbasis Project Based Learning pada Materi Tata Surya

Authors

Rahma Diani , M. Rifatul Ickram , Sri Latifah

DOI:

10.70211/sakalima.v3i2.516

Published:

2026-06-13

Downloads

pdf

Abstract

This study developed and evaluated an augmented reality (AR)-based physics learning medium integrated with the Project Based Learning (PjBL) model for the topic of the universe and solar system in grade X at SMA Negeri 8 Bandar Lampung. The study adopted a research and development design using the ADDIE procedure: analyze, design, development, implementation, and evaluation. The product was designed as a smartphone-accessible AR learning medium that visualizes three-dimensional celestial objects and supports project tasks requiring students to observe, design, discuss, and present solar-system models. Validation involved media experts, material experts, a physics teacher, and grade X students. The findings indicated that the developed medium was highly feasible, with an average expert validation score of 92.40%. Practicality responses from the teacher and students reached 93.10% and 89.70%, respectively, both categorized as very practical. Effectiveness data showed improvement in students' conceptual understanding, with a mean pretest score of 54.82, a mean posttest score of 82.46, and an N-gain of 0.61, indicating a moderate-to-high improvement. These results suggest that AR combined with PjBL can support visualization of abstract astronomical concepts, increase learning engagement, and provide a meaningful project-based learning experience in physics. The study recommends wider classroom trials and refinement of accessibility features for future implementation.

Keywords:

Augmented Reality ADDIE Physics Learning Media Project Based Learning Solar System

References

[1] M. Billinghurst, A. Clark, and G. Lee, “A Survey of Augmented Reality,” Found. Trends Hum.-Comput. Interact., vol. 8, no. 2–3, pp. 73–272, 2015, doi: https://doi.org/10.1561/1100000049.

[2] R. T. Azuma, “A Survey of Augmented Reality,” Presence Teleoperators Virtual Environ., vol. 6, no. 4, pp. 355–385, Aug. 1997, doi: https://doi.org/10.1162/pres.1997.6.4.355.

[3] M. Akçayır and G. Akçayır, “Advantages and challenges associated with augmented reality for education: A systematic review of the literature,” Educ. Res. Rev., vol. 20, pp. 1–11, Feb. 2017, doi: https://doi.org/10.1016/j.edurev.2016.11.002.

[4] I. Radu, “Augmented reality in education: a meta-review and cross-media analysis,” Pers. Ubiquitous Comput., vol. 18, no. 6, pp. 1533–1543, Aug. 2014, doi: https://doi.org/10.1007/s00779-013-0747-y.

[5] M.-B. Ibáñez and C. Delgado-Kloos, “Augmented reality for STEM learning: A systematic review,” Comput. Educ., vol. 123, pp. 109–123, Aug. 2018, doi: https://doi.org/10.1016/j.compedu.2018.05.002.

[6] J. Garzón, J. Pavón, and S. Baldiris, “Systematic review and meta-analysis of augmented reality in educational settings,” Virtual Real., vol. 23, pp. 447–459, 2019, doi: https://doi.org/10.1007/s10055-019-00379-9.

[7] H.-K. Wu, S. W.-Y. Lee, H.-Y. Chang, and J.-C. Liang, “Current status, opportunities and challenges of augmented reality in education,” Comput. Educ., vol. 62, pp. 41–49, Mar. 2013, doi: https://doi.org/10.1016/j.compedu.2012.10.024.

[8] M. Dunleavy and C. Dede, “Augmented Reality Teaching and Learning,” in Handbook of Research on Educational Communications and Technology, New York, NY: Springer, 2014, pp. 735–745, doi: https://doi.org/10.1007/978-1-4614-3185-5_59.

[9] P. C. Blumenfeld, E. Soloway, R. W. Marx, J. S. Krajcik, M. Guzdial, and A. Palincsar, “Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning,” Educ. Psychol., vol. 26, no. 3–4, pp. 369–398, 1991, doi: https://doi.org/10.1080/00461520.1991.9653139.

[10] S. Bell, “Project-Based Learning for the 21st Century: Skills for the Future,” Clear. House, vol. 83, no. 2, pp. 39–43, 2010, doi: https://doi.org/10.1080/00098650903505415.

[11] D. Kokotsaki, V. Menzies, and A. Wiggins, “Project-based learning: A review of the literature,” Improv. Sch., vol. 19, no. 3, pp. 267–277, 2016, doi: https://doi.org/10.1177/1365480216659733.

[12] J. S. Krajcik and N. Shin, “Project-Based Learning,” in The Cambridge Handbook of the Learning Sciences, 2nd ed., Cambridge: Cambridge University Press, 2014, pp. 275–297, doi: https://doi.org/10.1017/CBO9781139519526.018.

[13] P. Guo, N. Saab, L. S. Post, and W. Admiraal, “A review of project-based learning in higher education: Student outcomes and measures,” Int. J. Educ. Technol. High. Educ., vol. 17, no. 1, p. 38, 2020, doi: https://doi.org/10.1186/s41239-020-00202-3.

[14] C.-H. Chen and Y.-C. Yang, “Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis,” Educ. Res. Rev., vol. 26, pp. 71–81, 2019, doi: https://doi.org/10.1016/j.edurev.2018.11.001.

[15] R. M. Branch, Instructional Design: The ADDIE Approach. Boston, MA: Springer, 2009, doi: https://doi.org/10.1007/978-0-387-09506-6.

[16] A. G. Spatioti, Y. Kazanidis, and J. Pange, “A Comparative Study of the ADDIE Instructional Design Model in Distance Education,” Information, vol. 13, no. 9, p. 402, 2022, doi: https://doi.org/10.3390/info13090402.

[17] C. H. Lawshe, “A quantitative approach to content validity,” Pers. Psychol., vol. 28, no. 4, pp. 563–575, 1975, doi: https://doi.org/10.1111/j.1744-6570.1975.tb01393.x.

[18] L. J. Cronbach, “Coefficient alpha and the internal structure of tests,” Psychometrika, vol. 16, no. 3, pp. 297–334, 1951, doi: https://doi.org/10.1007/BF02310555.

[19] R. R. Hake, “Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses,” Am. J. Phys., vol. 66, no. 1, pp. 64–74, 1998, doi: https://doi.org/10.1119/1.18809.

[20] Á. Di Serio, M. B. Ibáñez, and C. D. Kloos, “Impact of an augmented reality system on students’ motivation for a visual art course,” Comput. Educ., vol. 68, pp. 586–596, 2013, doi: https://doi.org/10.1016/j.compedu.2012.03.002.

[21] R. Moreno and R. E. Mayer, “Interactive multimodal learning environments,” Educ. Psychol. Rev., vol. 19, no. 3, pp. 309–326, 2007, doi: https://doi.org/10.1007/s10648-007-9047-2.

[22] S. Cai, X. Wang, and F.-K. Chiang, “A case study of Augmented Reality simulation system application in a chemistry course,” Comput. Hum. Behav., vol. 37, pp. 31–40, 2014, doi: https://doi.org/10.1016/j.chb.2014.04.018.

[23] P. Sommerauer and O. Müller, “Augmented reality in informal learning environments: A field experiment in a mathematics exhibition,” Comput. Educ., vol. 79, pp. 59–68, 2014, doi: https://doi.org/10.1016/j.compedu.2014.07.013.

[24] Y. Chen, Q. Wang, H. Chen, X. Song, H. Tang, and M. Tian, “An overview of augmented reality technology,” J. Phys. Conf. Ser., vol. 1237, p. 022082, 2019, doi: https://doi.org/10.1088/1742-6596/1237/2/022082.

[25] L. Helle, P. Tynjälä, and E. Olkinuora, “Project-based learning in post-secondary education – theory, practice and rubber sling shots,” High. Educ., vol. 51, pp. 287–314, 2006, doi: https://doi.org/10.1007/s10734-004-6386-5.

[26] J. Sweller, “Cognitive load theory,” Psychol. Learn. Motiv., vol. 55, pp. 37–76, 2011, doi: https://doi.org/10.1016/B978-0-12-387691-1.00002-8.

[27] R. E. Mayer, “Cognitive Theory of Multimedia Learning,” in The Cambridge Handbook of Multimedia Learning, 2nd ed., Cambridge: Cambridge University Press, 2014, pp. 43–71, doi: https://doi.org/10.1017/CBO9781139547369.005.

[28] K.-F. Hsiao, N.-S. Chen, and S.-Y. Huang, “Learning while exercising for science education in augmented reality among adolescents,” Interact. Learn. Environ., vol. 20, no. 4, pp. 331–349, 2012, doi: https://doi.org/10.1080/10494820.2010.486682.

[29] T. H.-C. Chiang, S. J. H. Yang, and G.-J. Hwang, “Students’ online interactive patterns in augmented reality-based inquiry activities,” Comput. Educ., vol. 78, pp. 97–108, 2014, doi: https://doi.org/10.1016/j.compedu.2014.05.006.

[30] S. A. Yoon, E. Elinich, J. Wang, C. Steinmeier, and S. Tucker, “Using augmented reality and knowledge-building scaffolds to improve learning in a science museum,” Int. J. Comput.-Support. Collab. Learn., vol. 7, pp. 519–541, 2012, doi: https://doi.org/10.1007/s11412-012-9156-x.

[31] Y.-T. Sung, K.-E. Chang, and T.-C. Liu, “The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis,” Comput. Educ., vol. 94, pp. 252–275, 2016, doi: https://doi.org/10.1016/j.compedu.2015.11.008.

[32] D. P. Kaur, A. Mantri, and B. Horan, “Design implications for adaptive augmented reality based interactive learning environment for improved concept comprehension in engineering paradigms,” Interact. Learn. Environ., vol. 30, no. 4, pp. 589–607, 2022, doi: https://doi.org/10.1080/10494820.2019.1674885.

[33] K.-H. Cheng and C.-C. Tsai, “Affordances of augmented reality in science learning: Suggestions for future research,” J. Sci. Educ. Technol., vol. 22, pp. 449–462, 2013, doi: https://doi.org/10.1007/s10956-012-9405-9.

[34] S. Messick, “Validity of psychological assessment: Validation of inferences from persons’ responses and performances as scientific inquiry into score meaning,” Am. Psychol., vol. 50, no. 9, pp. 741–749, 1995, doi: https://doi.org/10.1037/0003-066X.50.9.741.