JPPIPA 10(5) (2024)

Jurnal Penelitian Pendidikan IPA

Journal of Research in Science Education

http://jppipa.unram.ac.id/index.php/jppipa/index

Effectiveness of Augmented Reality Based Learning Media to

Improve Critical Thinking Skills on IPAS Material
Ongke Ageng Pamorti1*, Winarno1, Kartika Chrysti Suryandari1
1 Master of Elementary School, Sebelas Maret University, Surakarta, Indonesia.

Received: January 31, 2024 Abstract: Technology in the 5.0 revolution is developing very rapidly so it is
Revised: March 22, 2024 necessary to prepare the student to face the challenges of the 21 st century by
Accepted: May 25, 2024 having 21st century skills, namely critical thinking Having a low category of
Published: May 31, 2024 critical thinking because the teacher in using the media has not facilitated
students to think critically tends to be monotonous and boring. The purpose of
Corresponding Author: this experiment is to establish the effective of AR media to improving learners'
Ongke Ageng Pamorti critical thinking skills on IPAS material. The study used quantitative research
[email protected] methods with the research type true experiment with pretest-posttest control
group design. The data collection methods used are test instrument. The results
DOI: 10.29303/jppipa.v10i5.7139 of the study were tested Independent T-Test to find out the enhancing students'
critical thinking skills then conducted an effectiveness test to determine the
© 2024 The Authors. This open access article effectiveness of the application of Augmented Reality-based learning media to
is distributed under a (CC-BY License) improve critical thinking skills on IPAS material. The research results of the
average value of the experimental class using AR media are 58.92 and 75.98
while the average value of the control class using conventional media is 58.80
and 63.56. The test results of the Independent Sample T-Test obtained with a
value of 0.000 with the provisions of the test decision if significant less than 0.05
then there is sig. effects among the experimental and control posttests. The
effective test using N-Gain obtained a result of 56.52 which was categorized as
sufficient. It is synthesized that AR-based learning media improves critical
thinking skills and the effectiveness of AR-based learning media is effective to
use with the N-Gain test.

Keywords: Augmented reality; Critical thinking; Effectiveness

Introduction process. The need to adapt to technological

developments and have 21st century skills. One of the
Technological developments in the industrial abilities that must be possessed is the ability to think
revolution 5.0 is so rapid that it cannot be denied that critically. Onoda (2022), says that critical thinking skills
education faces challenges to continue to innovate and are cognitive abilities that include evaluation, analysis,
utilize technology. Asrizal et al. (2023), it was stated that reasoning, inference, and problem solving, in addition
information technology and human science are facilite learning because it helps learners face new and
developing rapidly in the 21st century, so educators unexpected experiences. Critical thinking skills are
stated that they must adapt to these changes in the assessing reality and then formulating decisions based
learning process. The globe of education is certainly a on the evaluation of available information and data
responsible field in addressing the changes, demands analysis. Capacity assess reality formulate conclusions
and challenges of life in the 21st century (Parani et al., based on evaluation of information and analysis of
2023). To prepare students for the demands of the 21 st available data (Alismaiel, 2022). The reality in the field
century, educators must make changes in the teaching at SD Negeri Kota Magelang shows that critical thinking
___________
How to Cite:
Pamorti, O. A., Winarno, & Suryandari, K. C. (2024). Effectiveness of Augmented Reality Based Learning Media to Improve Critical Thinking
Skills on IPAS Material. Jurnal Penelitian Pendidikan IPA, 10(5), 2211–2219. https://doi.org/10.29303/jppipa.v10i5.7139
Jurnal Penelitian Pendidikan IPA (JPPIPA) May 2024, Volume 10, Issue 5, 2211-2219

skills are still low as evidenced by the low percentage of Table 1. The Pretest-Posttest Control Group Design
30-45% only, supported by the results of the average Class Pretest Treatment Posttest
score of 60.96 even though educators have used High Eksperiment 01 X1 02
Order Thinking Skills (HOTS). Control 01 X2 02
PISA results, Indonesia ranked 64th from 65
countries with a literacy score of 382. There are six levels This study was carried out with fifth grade students
of questions used six levels of questions used (the lowest of SDN Kemirirejo 3 and SDN Kramat 4 Kota Magelang.
level 1 and the highest level 6). In addition, Indonesian The division into two classes, the experimental class
students according to (Florea & Hurjui, 2015), it is used as many students as 56 and the control group
proven that the learning that is usually done capabilities amounted to 25 students.The research sample using
to think critical is still low. Based upon this, there is a purposive sampling. Collection technique with test
need for innovation from teachers to facilitate student, instruments that had been validated by experts and had
especially in the use of technology (Haleem et al., 2022). been tested in upper grades, reliability, level of
For this reason, an educator needs to prepare for difficulty, and differentiability. The use of this test
learning as much as possible. instrument to determine critical thinking skills because
Learning plays an important role in education. the test instrument has been designed based on HOTS
Learning is a teacher activity to convey knowledge, customized critical thinking indicators. Then the data
understanding, skills and attitudes to students Learning obtained is tested Independent T-Test to know increase
is the student and teacher interaction through learning in the ability of students to think critically and test the
resources environments (Ong & Quek, 2023; Sun et al., effective of using the N-Gain test as a measuring tool the
2023). Learning is said to be successful if the learning effective of AR-based media of AR media on the critical
objectives are achieved. Achieve learning objectives, it thinking skills in elementary school science materials.
needs to be supported by learning activities. Teachers The g-factor formula of N-Gain according Lismaya et al.
are part of the key to learning process for create a sense (2022).
of fun and conducive to learning, in order to reach
𝑆𝑘𝑜𝑟 𝑃𝑜𝑠𝑡𝑡𝑒𝑠𝑡−𝑆𝑘𝑜𝑟 𝑃𝑟𝑒𝑡𝑒𝑠𝑡
learning goals (Monteiro et al., 2021; Nadeem et al., N Gain = (1)
𝑆𝑘𝑜𝑟 𝐼𝑑𝑒𝑎𝑙−𝑆𝑘𝑜𝑟 𝑃𝑟𝑒𝑡𝑒𝑠𝑡
2023). The elementary school learning process
implements learning by emphasizing students are active Using the interpretation of the effectiveness of N-
during learning (Parker et al., 2022). Education requires Gain with percentage categories Table 2 (Wardoyo et al.,
a foundation using a curriculum because it is an 2020).
important element as the main guide in learning
(Darling-Hammond et al., 2020). The curriculum is a Table 2. Effectiveness Interpretation N-Gain
series of learning plans that students must take so that Percentage Interpretation
the education curriculum is dynamic (Cholilah et al., < 40 Not Effective
2023). The curriculum implemented in Indonesia today 40 – 55 Less Effective
is the Merdeka Curriculum. The implementation of the 56 – 75 Moderately Effective
curriculum is in accordance with the decree of the > 75 Effective
Minister of Education, Culture, Research and
Technology of the Republic of Indonesia Number Result and Discussion
56/M/2022 concerning guidelines for curriculum
implementation in the context of learning recovery. This Result
curriculum makes an alternative in overcoming learning First, this testing is done by applying the T test to
setbacks during the pandemic (Dayagbil et al., 2021). effectiveness of which is better by comparison the
experimental class that uses AR media in IPAS learning
Method with control class that does not apply AR media in IPAS
learning. The requirement before conducting the
This study applies quantitative research methods. effectiveness test is that the dependent variable value
The research type utilized is Experimental Design. must be a normal and homogeneous distribution. The
According to Singh (2021), there are several precondition test is done out before conducting T test.
experimental designs, namely pre-experiment (non- This test is to measure the efficacy of AR-based media on
design), true-experimental, facrorial experimental, the critically thinking skills of primary school students.
and quasi experimental. Researchers chose true- The prerequisite test includes three stages as follows.
experiment design with the type of research design
in this category is the pretest-posttest control group
design, Table 1.
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Normality Test Balance Test

The data has the aim of detecting distribution of The balance test is needed to test the data on the
data in one variable that will be used in research. Normal average score of the two classes in a balanced state. The
distribution if the data produced is good and feasible to data used is the pretest value of critical thinking. The
prove the research model. Data analysis was carried out following are the results of the pretest value test uses the
with the Kolmogrov-Smirnov using the assistance of Independent Sample t-test in Figure 3.
SPSS version 25, which has sig level of 0.05. When p
value > 0.05 the data is normal in its distributions and
vice versa. The normality test can include viewed in
Figure 1.

Figure 3. Balance test results

Figure 1. Normality test Figure 3 significant value (2-tailed) in the table with
equal variances assumed obtained Sig value. 0.78. The
Based on Figure 1, test score in the experimental test decision if the Sig. value is less than 0.05 so here is a
class of the value Kolmogorov-Smirnov test score sig. value greater than 0.05 then there is no sig. value
because the sample used is more than 30 so that the greater than 0.05 then there is no sig. value greater than
experimental class pretest test results are 0.20, 0.05 then there is no sig. value greater than 0.05 then
experimental class posttest testing is 0.08. Test results in there is no sig. value greater than 0.05 then there is a
the control class from the results Shapiro-Wilk test, meaningful change in the difference between pretest of
using this test because the sample used is less than 30. the experimental and control class. The balance test
The results of the Shapiro-Wilk pretest test for the results have a value of 0.78> 0.05, then we can conclude
control class were 0.24 while the control group posttest the experimental class as well as the control class has no
test was 0.44 It can be synthesized that the normality test difference so that the two populations are in a balanced
results obtained show normality distributed data state or between the experiment and control class have
because the p-value> 00.5. the same or equal ability.

Homogeneity Test Hypothesis Testing

Data processing using Levene's Test. The decision The hypothesis testing as to determine the
basis is that if the significance of the measured data is comparison of the critical thinking ability data a two
greater than 0.05, then the data variance is declared class students so that the independent sample t-test and
homogeneous while less than 0.05, the data variance is effect size test are needed.
declared inhomogeneous with a level of significance of
0.05. This test is applied to determine whether the Independent Sample T-Test
variants of a number of research populations are This test is to find out the different critical thinking
uniform or not. The score of the analysis using the SPSS skills between a two classes by conducting the
version 25 assistance program can be seen in Figure 2. Independent Sample T-Test test. The following are the
results with the help of SPSS version 25 in Figure 4.

Figure 2. Homogeneity test results

Figure 2 getting the price of Levene Statistic Based

on Mean obtained a significance of 0.51> 0.05, so it can
be synthesized that the two classes are homogeneous or Figure 4. Independent sample t test results
the variants of the research population are uniform or
come from the same variant. Figure 4 obtained a significance value of 0.00, so, it
is hypothesized that there is a significant change
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between the posttest of the experimental class and the The goal of science is to understand scientific
control class as evidenced by the increase in critical concepts and students can apply them in everyday life.
thinking skills in the experimental class by using the Providing explanations not everything can be conveyed
experimental class. AR-based learning media compared and applied in everyday life the teacher needs an
to the control class using conventional media. intermediary. Especially in the digestive system
material, teachers need visualization of each organ in the
Effectiveness Test digestive system. The reality in the field of learning
After that, an effectiveness test is done to find out media applied in elementary schools in Magelang city is
effectiveness of the media. This test was conducted with still mostly conventional. The application of the media
the help of SPSS version 25 so as to produce the values tends not to facilitate learning well because the media in
in Figure 5. the digestive system material applied in the form of
pictures, mannequins and videos with too long a
duration that causes boredom in learning. Opinion
Dwivedi et al. (2023), also said that conventional
learning media has limitations when presented in the
Figure 5. N gain form of text or images that are not enough to attract
students with various learning styles, besides that the
The application of AR media improves students' actuality and renewal of information is limited. Coman
critical thinking skills, because the mean score of the et al. (2020), stated that conventional media tends to be
posttest in the experimental class is higher. The posttest more limited in terms of interactivity and flexibility in
value of the experimental class has an average of 75.98, delivering information to students, because
while the average posttest value of the control class is conventional media can be said to be a traditional
63.56, it is said that there is a significant difference. The concept of learning, learning tends to be monotonous
outcome of the N-Gain score is 56.52 which is included and teacher-centered. The learning media applied has
in the moderately effective category. It is concluded that not been able to facilitate students to visualize each
the use of AR-based learning media is quite effective in digestive organ and think critically when students need
enhancing the critical thinking skills of students to prepare for the challenges of the 21 st century. The era
elementary school students, especially on the material of revolution 5.0 with technological developments
IPAS. requires teachers to combine technology with learning in
order to facilitate students to think critically, especially
Discussion on the material of the human digestive system.
Learners are given wider space to optimize their It's an important thing component in supporting
exploration of concepts and competencies in this learning is learning media. The existence of technology
independent curriculum (Pho et al., 2021). The helps and facilitates the needs in learning activities
emergence of IPAS subjects occurred in this curriculum (Wulandari et al., 2020). As a teacher, it should be an
with the Pancasila Education Strengthening Project opportunity that needs to be utilized in developing
(Rahmawati et al., 2023). In accordance with (Mutiara learning (Araghieh et al., 2011). AR-based media is types
As’Zaroh & Diah Utami, 2023), that in this curriculum of learning media that has begun to receive attention in
IPAS is a new subject and plays a role in realizing the this context. According to Al-Ansi et al. (2023), AR
profile of Pancasila students. One of the contents technology is starting to be utilized as teach and learn
contained is Natural Science (IPA). Natural Science media at all levels of education. AR-based learning
provides an opportunity for every student to hone their media has become the latest innovation in the world of
curiosity scientifically and is expected to be able to apply education AR application use during learning improves
it to life. Science is a science related to natural students' perception of abstract objects to be real (Zhao
phenomena presented regarding facts, concepts, et al., 2023). The use of AR stimulates intrinsic
principles and laws whose truth is tested in a series of motivation and learning outcomes of students
activities (Nanglu et al., 2023). Science is also defined as (Qumillaila et al., 2017). AR technology provides an
mastery of a set of knowledge related to facts, concepts interactive and engaging learning experience by
or principles (Suwono et al., 2017). Concepts in science enriching the learning process by bringing together the
in elementary school are arguably classified as real and virtual worlds.
integrated cause they have not been separated such as Essentially, application of varied media can interest
physics, chemistry, and biology. So that the teacher and motivation for students in activities, AR is worth
refers more to the objectives to be achieved (Markula & using in school learning as it has a high level on
Aksela, 2022). interactivity (Yi-Ming Kao & Ruan, 2022). In addition,
AR is a technology that brings together the virtual with
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the real world, has the aim of providing a message, real- with the provision of Augnented Reality-based media
time and interactive (Araghieh et al., 2011), and it display and then presented an introductory video for
provides space for imagination so that cognitive students' apperception to be able to analyze and
outcomes increase. This media facility learners to synthesize presented in Figure 6.
imagine so that the cognitive results increase. Based on The second treatment was carried out with the
this, it is concluded Augmented Reality (AR) media is material of the process and function of the digestive
able to unite the real world and the virtual world or organs in humans by presenting a problem for children
visualize an object to make it look real and motivate to solve the question and be ability to conclude a
interactive learning. In accordance with the problem that solution based on the results of his thinking presented in
the use of conventional media has not facilitated Figure 7.
students to think critically, Augmented Reality (AR) is a
solution in delivering digestive system material (Yusa et
al., 2023). Due to Augmented Reality (AR) is able to
visualize the real form of the digestive system organs
and interactive sentences in the media. The study tested
effectiveness of AR based learning media to enhance
critical thinking skills on IPAS material.
Test the effective of AR media to improve critical
thinking skills by giving tests. This test was carried out
by giving pretest and posttest questions, in order to find
out the value before giving treatment to the pretest
question and the posttest question was used to find out
after the application of AR-based learning media. This
test was carried out by design using experimental classes
and control classes. The experimental class is given the
application of AR-based learning media while the
control class is not given the application of AR-based
learning media. Experimental class with a sample of 56 Figure 7. Second treatment
students while in control class with a sample of 25
students. The third treatment was carried out with coverage
of digestive disorders in humans then students were
asked to evaluate the results of questions from the
professor and questions from evaluation questions in
other tools presented in Figure 8.

.
Figure 6. Fist treatment

The experimental gives pretest questions and the

implementation of Augnented Reality media in
education activity in the material of the digestive system
humans in the classroom was categorized into three
Figure 8. Hird treatment
treatments (Buchner & Kerres, 2023). The first treatment
with the material of the digestive process in humans
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At the time of learning, students are actively effectiveness test using N-Gain in Table 7. In the
involved when using Augmented Reality-based experimental class got a value of 56.52. It is concluded
learning media, besides that student are motivated to that the application of AR-based media improves the
learn it because students are able to operate themselves thinking skills of elementary school students, in
related to organs in the human digestive system. The particular grade V on the material IPAS. Another thing
application of media is inseparable from critical thinking is also conveyed that the application of AR learning
skills (Zhang et al., 2023; Sun et al., 2023). Critical media is interpreted as effective in Geography subjects
thinking skills are essential skills and function (Sungkur et al., 2016). Reinforced by the results of
effectively in all aspects of life. The core cognitive skills research (Nurlaily et al., 2021), which states that it is able
of critical thinking are interpretation, analysis, to improve mastery of concepts by using Augmented
evaluation, inference, explanation and self-regulation Reality media. It is concluded that the application of AR-
(Saputri et al., 2018), states five stages in critical thinking, based learning media in learning is effective in
namely the skills of analyzing, synthesizing, problem improving critical thinking skills with the media
solving, concluding, and evaluating. This is in the study category being quite effective in use.
of critical thinking indicators used, namely analyzing,
synthesizing, solving problems, concluding and Conclusion
evaluating which are contained in each treatment in the
application of AR-based learning media. Critical thinking skills results are done by giving a
The first treatment in the study of students is asked test. The results of the pretest average value of 58.92 and
to analyze related to several kinds of digestive organs in 58, 80. After applying AR-based learning media in the
humans that exist in the form of AR that can be operated experimental class the average value of the posttest was
individually (Hickey et al., 2023). After that, students are 75.98 while the average value of the posttest in the
asked to analyze again related to the apperception video control class without using Augnented Reality-based
displayed regarding the food to be eaten through which learning media was 63.56. The results of the
digestive organs then students are asked to synthesize Independent Sample T-Test test obtained a value of 0.00
the results of using the media. The second treatment with the provisions of the test decision if the significance
students are given questions in the conversation in order value is less than 0.05 then there is a significant
to be able to solve problems and be able to conclude from difference between the posttest of the experimental class
the results of the conversation related to the digestive and the control class. The test results get a significance
process and its functions (Abdi et al., 2019). The third value of 0.000 <0.05 so it is synthesized that there is a
treatment, students conduct an evaluation with existing significant difference between the experimental class
questions to find out the conclusions obtained from the with the application of AR-based learning media that
learning outcomes that have been carried out and provides an increase in the thinking skills of elementary
students are able to apply what should be applied so that school students and the N-Gain results get a value of
there is no disturbance in the digestive system. After the 56.52 which is included in the category quite effective so
treatment is done, the posttest questions are given. The it is synthesized that the application of AR-based media
average pretest was 58.92 and 58.80. The results of the improves the thinking skills of elementary school
experimental class after applying Augnented Reality- students, especially grade V on the material IPAS.
based learning media obtained a posttest value of 75.98
while the average value of the control class that did not Acknowledgments
apply Augmented Reality-based learning media The writer would like to thank Sebelas Maret University for
obtained an average posttest value of 63.56 then pretest providing support to carry out the research. Thank you to Dr.
Winarno, S. Pd., M. Si. and Dr. Kartika Chrysti Suryandari, M.
and posttest results study conducted an Independent
Si. who have provided guidance so that the author was able to
Sample T-Test test to know if there is a significant complete the research well. Thanks also to Prof. Dr. Sri
increase in the critical thinking skills of students who use Marmoah, S. Pd., M. Pd. who has provided support and
Augmented Reality-based learning media. motivation to complete the research well.
The results of the independent sample t-test test
presented in table 6 obtained with a value of 0.000 with Author Contributions
the provisions of the decision. Furthermore, the result of Conceptualization, O. A. P., W., K. C. S., methodology, O. A.
our test shows that the sig. value of 0.000 is smaller than P.; validation, W and K. C. S.; formal analysis, O. A. P;
0.05 so it is synthesized that there is a sig. difference investigation, W and K. C. S.; formal analysis, O. A. P.;
investigation, W and K. C. S.; resources, O. A. P and W.; data
between the experimental class with the application of
curation, K. C. S.: writing—original draft preparation, K. C. S
Augmented Reality-based learning media that provides and O. A. P.; writing—review and editing, W.: visualization,
an increase in the thinking skills of elementary school O. A. P and K. C. S.,; supervision, W.; project administration,
students (Zuniari et al., 2022). Furthermore, the
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T. T.; funding acquisition, O. A. P and K. C. S.,. All authors Coronavirus Pandemic: Students’ Perspective.
have read and agreed to the published version of the Sustainability, 12(24), 10367.
manuscript. https://doi.org/10.3390/su122410367
Darling-Hammond, L., Flook, L., Cook-Harvey, C.,
Funding
This research was independently funded by researchers.
Barron, B., & Osher, D. (2020). Implications for
educational practice of the science of learning and
Conflicts of Interest development. Applied Developmental Science, 24(2),
The authors declare no conflict of interest. 97–140.
https://doi.org/10.1080/10888691.2018.1537791
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