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Tri Ayu Lestari
Department of Biology Education, University of Mataram
Biochemistry, Genetics & Molecular Biology Chemistry Mathematics Physics

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The Effectiveness of SrVER-Based Learning Modules Integrated with Augmented Reality in Improving Students Health Literacy on the Circulatory System Nikita Aulia Putri; Baiq Sri Handayani; Marosa Robiatul Adawiyah; Tri Ayu Lestari
Jurnal Pijar MIPA Vol. 21 No. 3 (2026)
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v21i3.11966

Abstract

Biology, as a branch of natural science, plays an important role in providing students with an understanding of humans, the environment, and factors that influence health. This study aimed to determine the effectiveness of Screening, Visualization, Elaboration, and Reflection (SrVER)-based learning modules integrated with Augmented Reality (AR) in improving students’ health literacy in circulatory system learning at SMAN 3 Mataram. This study used a quantitative quasi-experimental design with a Non-Equivalent Control Group. The study involved 50 eleventh-grade students of SMAN 3 Mataram in the 2025/2026 academic year who studied the circulatory system material using a purposive sampling technique. Data were collected using multiple-choice questions. The data analyzed in this study were the N-Gain test and the Mann-Whitney test. The results of the prerequisite test showed that the data did not meet the assumptions of normality or homogeneity of variance; therefore, the analysis was conducted using the nonparametric Mann–Whitney U test on the N-gain score. The study found that the experimental class had an N-Gain of 0.8, in the high category, while the control class had an N-Gain of 0.3, in the low category. In addition, the Mann-Whitney test obtained an Asymp. Sig. (2-tailed) value of 0.000 <0.05, which means there is a significant difference in the post-test scores of the experimental and control classes. Thus, the null hypothesis (H0), which states that there is no effectiveness in using the SrVER-based learning module integrated with Augmented Reality (AR), is rejected. In contrast, the alternative hypothesis (Ha) is accepted. It can be said that using the SrVER-based learning module integrated with Augmented Reality (AR) to improve students' health literacy in the circulatory system material at SMAN 3 Mataram is effective.
The Effectiveness of SrVER-Based Learning Modules Integrated with Augmented Reality on Students Self-Efficacy in Excretory System Topics Resta Aulia Lestari; Baiq Sri Handayani; Marosa Robiatul Adawiyah; Tri Ayu Lestari
Jurnal Pijar MIPA Vol. 21 No. 3 (2026)
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v21i3.11967

Abstract

Biology learning requires students to have self-efficacy, namely, confidence in their abilities to solve learning problems and complete certain tasks. SrVER is a learning model that emphasizes a visual learning style, which adapts the main principles in the teaching and learning process, namely Screening, Visualization, Elaboration, and Reflection. The SrVER model can be considered one approach with the potential to improve student self-efficacy. The purpose of this study was to determine the effectiveness of SrVER-based learning modules integrated with Augmented Reality (AR) on student self-efficacy in excretory system material at SMAN 2 Mataram. This study used a quantitative experimental method with a non-equivalent control group design and purposive sampling. The experimental group was given treatment, namely the use of the AR-integrated SrVER learning module, while the control class, the learning was as usual for teachers. Data collection in this study was carried out by distributing questionnaires to students, totaling 28 questions. Data were analyzed using the Mann–Whitney U test because the data were not normally distributed. The results of the study obtained an Asymp. Sig. (2-tailed) value of 0.003, which indicates that the value is <0.05, so that Ha is accepted and Ho is rejected, so that it can be interpreted that there is an effectiveness of the use of the SrVER learning module integrated with augmented reality on student self-ability in the excretory system material for class XI of SMAN 2 Mataram. These findings indicate that integrating SrVER and AR can support more interactive and meaningful biology learning.
Information Literacy and Digital Literacy as Predictors of Students Cognitive Learning Outcomes in General Biology Lianto Lianto; Marosa Robiatul Adawiyah; Tri Ayu Lestari
Jurnal Pijar MIPA Vol. 21 No. 3 (2026)
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v21i3.11795

Abstract

The rapid digital transformation in higher education highlights the importance of literacy competencies that enable students to effectively access, evaluate, and utilize information. This study aimed to examine the relationship between information literacy (IL), digital literacy (DL), and students’ cognitive learning outcomes (CLO). A quantitative correlational design was employed involving 78 undergraduate students enrolled in a General Biology course. Data were collected using a literacy questionnaire and a cognitive test. Assumptions of normality, linearity, and multicollinearity were met prior to analysis. Multiple regression analysis revealed that IL and DL simultaneously had a significant relationship with CLO (p < 0.05; R = 0.417; R² = 0.174), while partial effects were not significant. This study demonstrates that IL and DL act as complementary rather than independent predictors of cognitive outcomes. The findings imply that integrating both literacies into instructional design is essential to enhance students’ academic performance in digital learning environments.  The study contributes to the growing literature on literacy integration in higher education and implies that instructional design should integrate information and digital literacy simultaneously to support meaningful learning and improve students’ academic performance in digital learning environments
Co-Authors Baiq Sri Handayani Lianto Lianto Marosa Robiatul Adawiyah Nikita Aulia Putri Resta Aulia Lestari