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All Journal Jurnal Manajemen Pendidikan JIPI (Jurnal IPA dan Pembelajaran IPA)
Selma Riyasni
Universitas Negeri Padang, Indonesia
Education

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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
ANALISIS KEBUTUHAN MULTIMEDIA INTERAKTIF MENGINTEGRASIKAN MODEL POE UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS Diva Metrisa Chandra; Festiyed Festiyed; Desnita Desnita; Selma Riyasni
Jurnal Manajemen Pendidikan Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i4.3442

Abstract

Critical thinking skills are a key competency that students must possess in 21st-century learning. This needs analysis aims to assess the requirement for interactive multimedia that integrates the POE (Predict-Observe-Explain) model to enhance critical thinking skills. The analysis employed a quantitative descriptive method, focusing on the third stage of the Dick and Carey model: analyzing students and the learning context. Data were collected through interviews with a Phase E physics teacher, as well as questionnaires and a pre-test on critical thinking skills administered to 23 students at SMAN 1 Talamau. The analysis yielded three significant findings: 1) Although the (Independent Curriculum) has been implemented, students remain passive due to limited use of digital media; 2) Students require a combination of learning styles to grasp physics concepts, preventing boredom and fostering active engagement; and 3) Students' critical thinking skills are very low, with scores ranging from 27% to 38.3%, falling into the "poor" category. This analysis not only identifies student characteristics and the learning context but also serves as the foundation for designing interactive multimedia integrating the POE model tailored to student learning needs regarding Phase E physics material. An interactive multimedia design integrating the POE model is required to improve critical thinking skills.
Co-Authors Desnita Desnita Diva Metrisa Chandra Fatni Mufit Festiyed Festiyed Hidayati Hidayati Melisa Putri Zahra Fathanah