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All Journal International Journal of Science and Society (IJSOC) Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Suparmi
Universitas Sebelas Maret Surakarta, Indonesia
Materials Science & Nanotechnology Social Sciences

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Implementing Augmented Reality in Inclusive Education: Experiments and Potential Erni Murniarti; Hadi Prayitno; Guntur Arie Wibowo; Suparmi; Elfi Yuliani Rochmah
International Journal of Science and Society Vol 5 No 4 (2023): International Journal of Science and Society (IJSOC)
Publisher : GoAcademica Research & Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/ijsoc.v5i4.765

Abstract

Technological developments often support the development of learning methods, where currently the implementation of e-learning is quite common. Do not miss inclusive school Students can be helped in their education through the use of this technology, namely the use of Augmented Reality. This study aims to look at the implementation and potential that can be provided by the presence of Augmented Reality for inclusive education. This research was conducted using a descriptive qualitative approach. The data used in this study were obtained from the library study method. The results of this study then found that Augmented Reality cannot be implemented in general as a learning medium in schools like other e-learning media. However, the use of Augmented Reality can help educators to provide knowledge for students. In the case of inclusive education, generally, the presence of Augmented Reality has a positive impact and is liked by students. This shows that the existence of Augmented Reality can be useful as a learning medium for inclusive education.
The Influence of STEM-Based Learning on Vocational Students’ Higher-Order Thinking Skills: A Quasi-Experimental Study at SMKN 1 Boyolali Suparmi; Budi Tri Cahyono
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.133

Abstract

The development of twenty-first-century education requires students to possess Higher-Order Thinking Skills (HOTS), including analytical, evaluative, and creative thinking abilities that are essential for addressing increasingly complex academic and workplace challenges. However, many vocational school students continue to demonstrate limited HOTS development due to the predominance of teacher-centered instructional practices that provide insufficient opportunities for inquiry, problem-solving, and active knowledge construction. This study aimed to examine the effect of STEM-based learning on students’ HOTS at SMKN 1 Boyolali. A quantitative approach employing a quasi-experimental design with a Pretest–Posttest Control Group Design was used. The study involved 214 students selected through simple random sampling, consisting of 107 students in the experimental group and 107 students in the control group. Data were collected using a HOTS essay test, classroom observations, and documentation. The instruments were validated through expert judgment and empirical testing, while data were analyzed using descriptive statistics, normality and homogeneity tests, independent samples t-tests, and N-Gain analysis with the assistance of SPSS version 29. The findings revealed a significant difference between the experimental and control groups, with a significance value of 0.000 (p < 0.05). Students in the experimental group achieved a higher mean posttest score (84.15) than those in the control group (72.36). Furthermore, the experimental group obtained an N-Gain score of 0.68 (moderate category), whereas the control group achieved 0.29 (low category). These findings indicate that STEM-based learning effectively enhances vocational students’ HOTS by promoting interdisciplinary problem-solving, collaboration, inquiry, and contextual learning experiences. The study contributes to the growing literature on STEM education by providing empirical evidence from a vocational education context and highlights the potential of STEM-based instruction to support the implementation of the Merdeka Curriculum and the development of workforce-relevant competencies.
Co-Authors Budi Tri Cahyono Elfi Yuliani Rochmah Erni Murniarti Guntur Arie Wibowo Hadi Prayitno