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Implementation of Learning Media Using Augmented Reality Technology for Senior High School Students Rosynanda Nur Fauziah; Dwi Sulisworo
Jurnal Pembelajaran Fisika Vol 9, No 2 (2021): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study was to determine the use of learning media using augmented reality technology which is applied to senior high school students. The research method used in this research is quasi-experimental with the research design using treatment before and after the use of the learning media. Quasiexperimental as an experiment that has treatment, impact measurement, experimental unit, but does not use random assignment to create comparisons in order to conclude changes caused by treatment. The results of the research conducted for the results of the pre-test or before the students received treatment were 69,2%, while the results of the post-test or after the students received treatment were 91%. Then for the average value of the combination of the two tests can be said to be good with the use of learning media using Augmented Reality technology, which is 80,1%. From these results it can be concluded that the application of learning media using Augmented Reality technology provides changes to student learning outcomes in terms of understanding the concept of physics, thus the application of learning media with Augmented Reality technology is successfully applied to high school students for physics subjects.Keywords: augmented reality, learning media, technologyDOI:http://dx.doi.org/10.23960/jpf.v9.n2.202109

Revolusi Pembelajaran Tata Surya di Sekolah Dasar: Augmented Reality sebagai Media Digital Interaktif Abad 21 Sukma, Mega; Rosynanda Nur Fauziah; Abu Yazid Raisal
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.34085

Pembelajaran Ilmu Pengetahuan Alam (IPA) di tingkat sekolah dasar kerap menemui hambatan karena banyak konsep bersifat abstrak, materi tata surya, yang sulit dipahami apabila hanya disampaikan melalui bacaan atau gambar statis. Hal ini berimplikasi pada rendahnya penguasaan konsep sekaligus menurunnya minat belajar siswa. Penelitian ini bertujuan untuk menggambarkan pemanfaatan Augmented Reality (AR) sebagai media digital interaktif dalam pembelajaran tata surya serta menelaah dampaknya terhadap hasil belajar siswa. Penelitian menggunakan pendekatan mixed-method dengan rancangan studi kasus eksploratif. Subjek penelitian adalah satu kelas siswa sekolah dasar yang ditentukan secara purposif. Data dikumpulkan melalui observasi, wawancara, dokumentasi, serta tes hasil belajar berupa pre-test dan post-test. Analisis data kualitatif dilakukan dengan teknik analisis tematik, sedangkan data kuantitatif dianalisis melalui uji normalitas dan paired sample t-test guna mengetahui perbedaan hasil belajar sebelum dan sesudah penggunaan AR. Temuan penelitian menunjukkan bahwa AR dapat meningkatkan keterlibatan siswa, mempermudah pemahaman konsep tata surya, serta menghadirkan pengalaman belajar yang lebih menyenangkan. Guru merasakan kemudahan dalam penyampaian materi, sementara siswa memperlihatkan antusiasme tinggi dan pemahaman yang lebih baik setelah pembelajaran dengan AR. Hasil analisis statistik mendukung temuan kualitatif dengan menunjukkan adanya perbedaan signifikan antara nilai sebelum dan sesudah pembelajaran berbasis AR. AR terbukti efektif digunakan sebagai media pembelajaran IPA di sekolah dasar karena mampu mengatasi keterbatasan metode tradisional sekaligus relevan dengan tuntutan pembelajaran abad ke-21. Kata Kunci: Augmented Reality, pembelajaran sains, tata surya, sekolah dasar, media digital interaktif

Revolusi Pembelajaran Tata Surya di Sekolah Dasar: Augmented Reality sebagai Media Digital Interaktif Abad 21 Sukma, Mega; Rosynanda Nur Fauziah; Abu Yazid Raisal
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.34085

Pembelajaran Ilmu Pengetahuan Alam (IPA) di tingkat sekolah dasar kerap menemui hambatan karena banyak konsep bersifat abstrak, materi tata surya, yang sulit dipahami apabila hanya disampaikan melalui bacaan atau gambar statis. Hal ini berimplikasi pada rendahnya penguasaan konsep sekaligus menurunnya minat belajar siswa. Penelitian ini bertujuan untuk menggambarkan pemanfaatan Augmented Reality (AR) sebagai media digital interaktif dalam pembelajaran tata surya serta menelaah dampaknya terhadap hasil belajar siswa. Penelitian menggunakan pendekatan mixed-method dengan rancangan studi kasus eksploratif. Subjek penelitian adalah satu kelas siswa sekolah dasar yang ditentukan secara purposif. Data dikumpulkan melalui observasi, wawancara, dokumentasi, serta tes hasil belajar berupa pre-test dan post-test. Analisis data kualitatif dilakukan dengan teknik analisis tematik, sedangkan data kuantitatif dianalisis melalui uji normalitas dan paired sample t-test guna mengetahui perbedaan hasil belajar sebelum dan sesudah penggunaan AR. Temuan penelitian menunjukkan bahwa AR dapat meningkatkan keterlibatan siswa, mempermudah pemahaman konsep tata surya, serta menghadirkan pengalaman belajar yang lebih menyenangkan. Guru merasakan kemudahan dalam penyampaian materi, sementara siswa memperlihatkan antusiasme tinggi dan pemahaman yang lebih baik setelah pembelajaran dengan AR. Hasil analisis statistik mendukung temuan kualitatif dengan menunjukkan adanya perbedaan signifikan antara nilai sebelum dan sesudah pembelajaran berbasis AR. AR terbukti efektif digunakan sebagai media pembelajaran IPA di sekolah dasar karena mampu mengatasi keterbatasan metode tradisional sekaligus relevan dengan tuntutan pembelajaran abad ke-21. Kata Kunci: Augmented Reality, pembelajaran sains, tata surya, sekolah dasar, media digital interaktif

Analisis Tingkat Kepuasan Siswa Terhadap Penggunaan Media Pembelajaran Digital Dalam Mata Pelajaran Fisika Rosynanda Nur Fauziah; Anik Ghufron; Ali Muhtadi
JURNAL PENDIDIKAN DAN ILMU SOSIAL (JUPENDIS) Vol. 2 No. 2 (2024): APRIL : JURNAL PENDIDIKAN DAN ILMU SOSIAL
Publisher : Institut Teknologi dan Bisnis (ITB) Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54066/jupendis.v2i2.1576

This research aims to analyze the level of student satisfaction with the use of digital learning media in physics lessons, the learning media used is Augmented Reality or what is usually called AR. AR is a technology that combines two-dimensional (2D) or three-dimensional (3D) virtual objects into a real environment in real-time, so that the virtual object seems to be part of that environment. In other words, AR enriches the real-world view with digital elements. It is important to understand that AR is not just an additional technological tool, but rather a new thing in learning so that students respond well to it. The research results concluded that the use and integration of AR technology in education, especially physics subjects, can make a major contribution to improving the quality of learning and overall student satisfaction.

Penguatan Kompetensi Abad 21 dalam Pembelajaran di Era Digital: Tantangan dan Strategi Pendidik Indonesia Ari Whindayati; Rosynanda Nur Fauziah; Siti Fatimah; Yusmaini; Dwi Handayani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35543

Perkembangan teknologi digital yang pesat telah mengubah paradigma pendidikan global dan menuntut pendidik untuk menguasai keterampilan abad ke-21, yaitu berpikir kritis, komunikasi, kolaborasi, dan kreativitas (4C). Dalam konteks pendidikan Indonesia, kebijakan Kurikulum Merdeka dan Profil Pelajar Pancasila mendorong guru untuk mengintegrasikan keterampilan tersebut dalam pembelajaran digital. Namun, praktik di lapangan menunjukkan bahwa implementasinya masih menghadapi berbagai kendala. Penelitian ini bertujuan untuk menganalisis penerapan kompetensi abad ke-21 dalam pembelajaran berbasis digital di kalangan guru di Jakarta, dengan fokus pada tingkat pemahaman guru, tantangan yang dihadapi, serta strategi adaptif yang diterapkan. Pendekatan yang digunakan adalah deskriptif kualitatif, melalui wawancara mendalam, observasi lapangan, dan studi dokumentasi pada guru-guru sekolah menengah yang menerapkan Kurikulum Merdeka dan teknologi digital dalam pembelajaran. Hasil penelitian menunjukkan bahwa sebagian besar guru telah memahami secara konseptual pentingnya keterampilan 4C dalam pembelajaran abad ke-21, tetapi penerapannya di kelas masih belum optimal. Tantangan utama meliputi keterbatasan literasi digital dan pedagogik guru, beban administratif yang tinggi, serta ketimpangan infrastruktur teknologi antar sekolah. Meskipun demikian, guru menunjukkan upaya adaptif melalui pemanfaatan media digital interaktif (seperti Google Classroom, Padlet, dan Kahoot), penerapan pembelajaran berbasis proyek, serta keterlibatan dalam komunitas belajar profesional dan pelatihan daring. Penelitian ini menyimpulkan bahwa penguatan kompetensi abad ke-21 memerlukan dukungan sistemik yang mencakup peningkatan kapasitas guru, penyediaan sarana dan prasarana digital yang memadai, serta kebijakan pendidikan berkelanjutan yang mendorong inovasi dan refleksi profesional di lingkungan sekolah. Hasil penelitian ini menegaskan pentingnya kolaborasi antara guru, sekolah, dan pembuat kebijakan dalam membangun ekosistem pembelajaran digital yang adaptif, kolaboratif, dan berorientasi masa depan.

INTEGRASI PEMBELAJARAN BERBASIS PROYEK DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA SD NEGERI DI ERA DIGITAL Noor, Muhammad; Muhammad Iqbal; Destikasari; Ani Naryani; Rosynanda Nur Fauziah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34845

Penelitian ini bertujuan untuk mendeskripsikan efektivitas penerapan pembelajaran berbasis proyek (Project-Based Learning/PjBL) dalam meningkatkan kemampuan berpikir kritis siswa sekolah dasar di era digital. Pendekatan penelitian yang digunakan adalah deskriptif kualitatif, dengan subjek sebanyak 60 siswa kelas IV SDN Mulyaharja 2 Kota Bogor. Data dikumpulkan melalui observasi, wawancara, dan kuesioner yang digunakan untuk menilai kemampuan berpikir kritis siswa sebelum dan sesudah penerapan PjBL. Hasil penelitian menunjukkan adanya peningkatan signifikan pada kemampuan berpikir kritis, dengan rata-rata skor meningkat dari 65 menjadi 82, atau naik sebesar 26% setelah implementasi PjBL. Siswa juga menunjukkan peningkatan dalam partisipasi, kolaborasi, dan refleksi terhadap proses belajar. Integrasi teknologi digital selama pelaksanaan proyek turut memperkuat motivasi dan kemampuan analitis siswa. Hasil penelitian ini menegaskan bahwa pembelajaran berbasis proyek efektif untuk menumbuhkan keterampilan berpikir kritis dan relevan diterapkan dalam pembelajaran abad ke-21.

Implementation of the Deep Learning Approach in 7th Grade Mathematics Learning At Al-Ikhlas Islamic SMP Mukhlish Prihartono; Nur Annisah; Nurmaesih; Silvi Mardiana; Qonita Nurrohmah; Dessy Yani; Maria Dewati; Rosynanda Nur Fauziah
International Journal of Community Engagement Payungi Vol. 5 No. 3 (2025): International Journal of Community Engagement Payungi
Publisher : Yayasan Payungi Smart Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58879/ijcep.v5i3.114

This study was conducted to describe how the Deep Learning Approach (DLA) was implemented in seventh-grade mathematics instruction at Al-Ikhlas Islamic Junior High School, while also examining student responses, emerging challenges, and its effectiveness in improving conceptual understanding. The study used a qualitative approach with a case study design through in-depth interviews, classroom observations, and documentation. The results showed that teachers had implemented most of the DLA principles, including apperception, media use, contextual problem presentation, discussion, and providing reflection and feedback. Student engagement was highest in discussions (34%), followed by answering teacher questions (28%) and solving problems (24%), while questioning remained low (14%) due to a lack of confidence on the part of some students. Observations also showed that collaboration occurred but was not optimal due to the dominance of certain students, and some students remained passive. Overall, the implementation of DLA was proven to help increase student engagement, clarify concepts through real-life contexts, and reduce boredom, although obstacles such as math anxiety and low self-efficacy were still encountered. These findings confirm that DLA has the potential to improve the quality of mathematics learning if supported by the strengthening of collaborative strategies and ongoing mentoring.

PERMASALAHAN PEMBELAJARAN TOLAK PELURU DI SEKOLAH DASAR DAN POTENSI PEMANFAATAN AUGMENTED REALITY BERBASIS BUDAYA LOKAL Aris Munandar, Ravinda; Rosynanda Nur Fauziah; Mega Sukma
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.39908

Shot put learning in elementary schools is an integral part of Physical Education that plays an important role in developing basic motor skills, physical strength, and students’ character. However, in practice, shot put learning still faces various challenges, including low student motivation, limited learning media, the dominance of conventional teaching methods, and the lack of integration of local cultural contexts. These conditions make learning less meaningful and difficult for students to understand. This study aimed to identify the problems of shot put learning in elementary schools and to analyze the potential use of Augmented Reality based on local culture as an innovative solution in Physical Education learning. This research employed a descriptive approach using quantitative methods supported by qualitative data obtained from questionnaires, observations, skill tests, and interviews with physical education teachers and students. The findings indicated that shot put learning was still dominated by conventional media, which limited clear and engaging visualization of movement techniques. In addition, local cultural elements had not been optimally integrated into the learning process. The use of Augmented Reality based on local culture has strong potential to enhance learning quality through interactive, contextual, and easily understood three-dimensional movement visualization. This media is also expected to increase students’ learning motivation, active participation, and comprehensive understanding of basic shot put techniques. Therefore, the development of local culture-based Augmented Reality is recommended as a relevant and innovative learning media to support meaningful and contextual Physical Education learning in elementary schools.

MODEL PEMBELAJARAN PAI BERBASIS PROYEK UNTUK MENUMBUHKAN KREATIVITAS DAN KEMANDIRIAN SISWA SD Afrianto, Gatot; Mega Sukma; Rosynanda Nur Fauziah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.39105

The implementation of Islamic Religious Education (PAI) at the elementary school level tends to remain oriented toward conventional methods such as lecturing and memorization. This pattern limits students’ opportunities to engage actively, take initiative, and develop creativity and independence in the learning process. In fact, the core purpose of PAI is not merely the transmission of religious knowledge but also the cultivation of character values such as responsibility, independence, and creativity. This study seeks to examine the application of a project-based learning model in PAI as an alternative strategy to foster creativity and independence among elementary school students. A descriptive qualitative approach was employed, involving fifth-grade students, PAI teachers, and school principals as primary and supporting informants. Data were collected through observation, in-depth interviews, and document analysis. The findings indicate that the implementation of the project-based learning model had a positive impact on enhancing students’ creativity and independence. Their creativity was evident when they engaged in activities such as creating dakwah posters and independently designing worship schedules, where they were given the freedom to plan and express their ideas. Independence was reflected in students’ ability to manage their time, complete tasks responsibly, and reduce reliance on teachers. Moreover, this approach contributed to increasing learning motivation, building self-confidence, and providing more meaningful learning experiences. The project-based PAI learning model can thus be regarded as an educational innovation at the elementary level, as it not only supports academic achievement but also reinforces character development in alignment with the principles of the Merdeka Curriculum.

Pengembangan Modul Fisika Berbasis Pembelajaran Kooperatif untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa SMA Rifari Baron; Rosynanda Nur Fauziah; Sumarti Sumarti
Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Vol. 4 No. 3 (2026): Juni: Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/arjuna.v4i3.2959

Problem-solving ability is an important higher-order thinking competency in physics education. However, observations at SMAN 6 Tangerang indicate that students’ problem-solving ability remains low because learning is dominated by teacher-centered lectures and conventional textbooks that provide limited opportunities for active and collaborative learning. This study aimed to develop a cooperative learning-based physics teaching module to improve Grade X students’ problem-solving ability and to determine its validity, practicality, and effectiveness. The study employed a development research method using the Plomp model, consisting of the preliminary research, prototyping phase, and assessment phase. Data were collected through observations, interviews, questionnaires, documentation, and problem-solving tests based on Polya’s four stages, and were analyzed descriptively and statistically using IBM SPSS Statistics. The participants consisted of three heterogeneous Grade X classes, subject matter experts, and media experts. The results showed that the module was highly valid, with validation scores of 94.05% from subject matter experts and 97.50% from media experts. The module was also considered practical, while effectiveness testing involving 95 respondents yielded an average percentage of 82.17%, categorized as highly effective. Testing involving 102 students showed an increase in the mean score from 41.35 to 63.00, with an N-Gain of 0.407, categorized as moderate. The Wilcoxon Signed-Rank Test yielded a significance value of 0.000, indicating a significant difference between pre-test and post-test scores. Thus, the developed module is valid, practical, and effective in supporting students’ problem-solving ability.

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