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Hidayati Hidayati
Universitas Negeri Padang, Indonesia

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The Impact of Augmented Reality Based on STEM Integrated Cognitive Conflict-Based Learning on Student Scientific Literacy, Motivation, and Retention Fatni Mufit; Melisa Putri; Hidayati Hidayati; Selma Riyasni; Zahra Fathanah
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 9 No. 4: DECEMBER 2025
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i4.116

Abstract

This research is motivated by the low science literacy, motivation and retention of students in learning physics, especially in Newton's law of gravity and Kepler's law. The use of teaching materials in schools has not been able to develop these three things optimally. This study aims to determine the effectiveness of the use of STEM-integrated cognitive conflict-based augmented reality on improving students' science literacy, motivation, and retention on Newton's law of gravity material. The method used is pre-experimental with a one-group pretest-posttest design, which involves one experimental class. The research sample consisted of 30 students in grade XI Phase F3 of SMAN. The instruments of this research are a critical thinking test and a motivation questionnaire. The results showed a significant improvement in students' science literacy skills, motivation, and retention after being given treatment, with the average science literacy score increasing from 48.00 to 75.33, and the motivation score from 2.51 to 3.83. The Wilcoxon test showed significant differences in the variables of science literacy and motivation. Student retention reached 81.95 percent, included in the very high category despite a decrease from posttest to retest. It can be concluded that the use of STEM-integrated cognitive conflict-based augmented reality is effective in improving students' science literacy, motivation, and retention
Does a Cognitive Conflict-Based Physics Website Integrated with Augmented Reality and STEM Improve Critical Thinking and Remediate Misconceptions on Two-Dimensional Motion? Indah Zalsabila; Fatni Mufit; Emiliannur Emiliannur; Hidayati Hidayati; Yeka Hendriyani; Zahra Fathanah
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 2: JUNE 2026
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v10i2.2078

Abstract

Critical thinking and conceptual understanding are essential competencies in physics learning, yet students still experience low critical thinking skills and high levels of misconceptions, particularly in two-dimensional motion topics. This research sought to evaluate the extent to which an augmented reality (AR) and STEM integrated cognitive conflict-based physics website contributes to the development of critical thinking skills and the correction of misconceptions in two-dimensional motion concepts. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent pretest-posttest control group design. The participants were 63 tenth-grade students of SMAN 2 Lubuk Sikaping, including 32 students in the experimental group and 31 students in the control group. A validated and reliable four-levels multiple-choice test was employed to collect data on critical thinking abilities and misconceptions concurrently. Descriptive statistics and the Mann–Whitney U test were employed to analyze the collected data. The results showed that the experimental class achieved a higher mean posttest score in critical thinking skills (64,3) than the control class (39,1). The Mann–Whitney test showed a significant difference between the two groups (p < 0.05). In addition, the percentage of misconceptions in the experimental class decreased from 80.0 to 46.0, while the control class showed only a slight reduction. The results of the study show that the AR-STEM integrated cognitive conflict-based physics website effectively improves critical thinking skills and corrects misunderstandings in two-dimensional motion learning. Therefore, the website can serve as an innovative learning resource to support meaningful physics learning and conceptual change.
Co-Authors Emiliannur Emiliannur Fatni Mufit Indah Zalsabila Melisa Putri Selma Riyasni Yeka Hendriyani Zahra Fathanah Zahra Fathanah