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The International Conferences on Applied Science and Health (ICASH): Efforts and Commitments in Translating Research Results into Policy and Practices, for a Better Society Widyastari, Dyah Anantalia; Sinaga, Doni Marisi; Wibowo, Canggih Puspo; Rahman, Pamuko Aditya; Noor, Hafizh Muhammad; Irawan, Dimas Sondang; Fatmarizka, Tiara; Diary, Dwina Gustia; Putra, I Gusti Ngurah Edi; Maretalinia, Maretalinia; Viniriani, Marina Ayu; Destiwi, Monita; Shidiq, Galih Albarra; Pratiwi, Ivana Aprilia; Kusuma, Made Dian Shanti; Dharmapatni, Ni Wayan Kesari; Pratama, Mahendrawan Nugraha Aji; Norsaputra, Ary; Pancanugraha, Andi; Kurniawan, Febrian Hendra; Putra, Wahyu Manggala; Fattah, Rifqi Abdul; Moehas, Puput Kusumawardani; Samosir, Ricky Alexander; Hananto, Andang Adi Fitria; Agastya, I Gusti Ngurah; Susilo, Taufik Eko; Vejvisithsakul, Pichpisith Pierre; Nauphar, Donny; Sari, Ariestya Indah Permata; Macnab, Andrew John
GHMJ (Global Health Management Journal) Vol 3, No 3 (2019)
Publisher : Yayasan Aliansi Cendekiawan Indonesia Thailand (Indonesian Scholars' Alliance)

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AUGMENTED REALITY-BASED LEARNING: NEEDS ANALYSIS ON ELECTRICITY TOPICS FROM THE PERSPECTIVE OF HIGH SCHOOL STUDENTS Haryanto, Zeni; Efwinda, Shelly; Nurhayati, Nurhayati; Sholeh, Muhammad; Norsaputra, Ary
EDUSAINS Vol 16, No 2 (2024): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v16i2.38618

One form of educational and technological development is using Augmented Reality as an alternative learning media today. This study aimed to identify the needs of high school students for Augmented Reality-based Learning in Electricity Topics. This research involved 60 high school students in Samarinda. Data was collected using instruments such as observation sheets and questionnaires. The data analysis technique used descriptive qualitative and quantitative. The observation results show that the learning media commonly used are video and virtual simulations through the lecture method. Students are also used to and allowed to use smartphones to access modules and learning materials in class. The results of the questionnaire data analysis show that most students agree that the use of technology is needed to study electricity topics. The majority of students recognize the potential of AR but lack practical experience with it, indicating a significant opportunity for its integration into learning. This research concludes that augmented reality learning is needed as an alternative learning media for electricity. Therefore, we recommend that stakeholders be able to use or develop Augmented Reality media as a source of learning.

AUGMENTED REALITY-BASED LEARNING: NEEDS ANALYSIS ON ELECTRICITY TOPICS FROM THE PERSPECTIVE OF HIGH SCHOOL STUDENTS Haryanto, Zeni; Efwinda, Shelly; Nurhayati, Nurhayati; Sholeh, Muhammad; Norsaputra, Ary
EDUSAINS Vol. 16 No. 2 (2024): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v16i2.38618

One form of educational and technological development is using Augmented Reality as an alternative learning media today. This study aimed to identify the needs of high school students for Augmented Reality-based Learning in Electricity Topics. This research involved 60 high school students in Samarinda. Data was collected using instruments such as observation sheets and questionnaires. The data analysis technique used descriptive qualitative and quantitative. The observation results show that the learning media commonly used are video and virtual simulations through the lecture method. Students are also used to and allowed to use smartphones to access modules and learning materials in class. The results of the questionnaire data analysis show that most students agree that the use of technology is needed to study electricity topics. The majority of students recognize the potential of AR but lack practical experience with it, indicating a significant opportunity for its integration into learning. This research concludes that augmented reality learning is needed as an alternative learning media for electricity. Therefore, we recommend that stakeholders be able to use or develop Augmented Reality media as a source of learning.

PISA and Sustainable Development Goals: Comparing Science Curricula in Secondary Schools in Indonesia, Singapore, Australia, and Canada in the Content Aspect Based on the PISA 2025 Framework Hakim, Abdul; Safrudiannur; Zahra, Ince Raudhiah; Mannan, Muhammad Nur; Sundari, P. D.; Norsaputra, Ary
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 4 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i4.34405

Continuous curriculum updates are crucial for enhancing the quality of education, improving citizens' global competitiveness, and supporting Sustainable Development Goal (SDG) 4, particularly the goal of achieving quality education for all. International studies, such as PISA, have attracted many researchers interested in comparative curricula across PISA-participating countries. Unlike previous studies, this research compares the science curricula of Indonesia, Singapore, Australia, and Canada based on the science content tested in the PISA 2015, PISA 2021, and PISA 2025 frameworks. The method used in this study is content analysis. We searched for documents from the four countries on their respective Ministries of Education websites. After obtaining the documents, two researchers independently conducted the coding analysis. After that, the researchers validated the content analysis through inter-rater agreement. The results show that the science curricula of Indonesia, Singapore, Australia, and Canada do not specifically cover all content in the PISA 2015, PISA 2021, and PISA 2025 frameworks. Specifically, Singapore's curriculum documents do not cover Earth and Space System content, while Labrador, Alberta, and British Columbia cover all themes. The Indonesian science curriculum encompasses all themes assessed in PISA questions and the PISA 2025 framework, although it does not yet cover all topics. However, it remains challenging to pinpoint the reasons for the differences in PISA results among the four countries in this comparative study.

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