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A SYSTEMATIC REVIEW OF AUGMENTED REALITY’S IMPACTS ON EDUCATION Rinaldo Pardomuan Sinaga; Rizki Hikmawan
ENGLISH Vol 19 No 1 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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

Augmented Reality (AR) has significant potential to enhance education by providing immersive and interactive learning experiences. This study conducts a Systematic Literature Review (SLR) to explore the challenges and opportunities in AR implementation for education. Findings indicate that while AR improves student engagement and comprehension of abstract concepts, its adoption in developing countries is hindered by limited infrastructure, inadequate teacher training, and unsupportive policies. In contrast, developed nations have successfully integrated AR due to stronger infrastructure, comprehensive educator training, and supportive policies. To facilitate AR adoption in developing countries, investments in infrastructure, teacher capacity-building, and policy support are essential. These findings highlight the need for collaboration among governments, educators, and technology developers to address challenges and expand access to AR-enhanced education.

A SYSTEMATIC REVIEW OF AUGMENTED REALITY’S IMPACTS ON EDUCATION Rinaldo Pardomuan Sinaga; Rizki Hikmawan
ENGLISH Vol 19 No 1 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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

Augmented Reality (AR) has significant potential to enhance education by providing immersive and interactive learning experiences. This study conducts a Systematic Literature Review (SLR) to explore the challenges and opportunities in AR implementation for education. Findings indicate that while AR improves student engagement and comprehension of abstract concepts, its adoption in developing countries is hindered by limited infrastructure, inadequate teacher training, and unsupportive policies. In contrast, developed nations have successfully integrated AR due to stronger infrastructure, comprehensive educator training, and supportive policies. To facilitate AR adoption in developing countries, investments in infrastructure, teacher capacity-building, and policy support are essential. These findings highlight the need for collaboration among governments, educators, and technology developers to address challenges and expand access to AR-enhanced education.

Gamified Flipped Classroom: Solusi Untuk Mendukung Stundent’s Emotional Engagement Wigi Nuriyah Musyafa; Rizki Hikmawan; Suprih Widodo
Jurnal Pendidikan Vol. 34 No. 1 (2025): March
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jp.v34i1.5998

Pendidikan saat ini harus mampu membangun kemauan dan mengembangkan kreativitas peserta didik dalam proses pembelajaran. Salah satu upaya untuk mencapainya adalah meningkatkan keterlibatan siswa ketika pembelajaran berlangsung. Namun, selama masa transisi dari pembelajaran jarak jauh ke pembelajaran tatap muka keterlibatan siswa cenderung menurun khususnya di Kabupaten Purwakarta. Maka dari itu, diperlukan upaya guru untuk memfasilitasi siswa agar terlibat khususnya secara emosional. Gamified flipped classroom menjadi solusi praktis untuk memfasilitasi keterlibatan siswa secara emosional karena sifatnya yang menyenangkan. Tujuan penelitian ini adalah untuk mengetahui perbedaan keterlibatan emosional ketika menggunakan gamified flipped classroom dan untuk mengetahui apakah gamified flipped classroom akan memberikan dampak keterlibatan emosional lebih baik dibandingkan dengan flipped classroom saja. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain post-test only control group design. Sampel pada penelitian ini yaitu kelas X pada program keahlian Rekayasa Perangkat Lunak di salah satu sekolah menengah kejuruan di Purwakarta yang berjumlah 43 orang. Instrumen yang digunakan berupa non tes. Berdasarkan hasil penelitian terdapat perbedaan keterlibatan emosional yang signifikan antara kelas kontroldan kelas eksperimen dengan nilai signifikansi sebesar 0,003, artinya kelas eksperimen yang diberi perlakuan gamified flipped classroom memiliki tingkat keterlibatan emosional yang lebih baik dibandingkan kelas kontrol yang hanya diberi perlakuan berupa flipped classroom saja. Sehingga dapat dikatakan bahwa gamified flipped classroom adalah metode yang baik untuk meningkatkan keterlibatan emosional siswa.

Implementation of Non-Cognitive Dimension Assessment through Caring Assessment in Informatics Learning Eighth Grade Vara Aulia Saputri; Rizki Hikmawan; Aliatusholihah AH Aliatusholihah AH; Andre Nugraha; Vara Aulia Saputri; Rizki Hikmawan; Aliatusholihah AH; Andre Nugraha
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 5 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i5.2026.8

Assessment practices in learning still often focus on measuring cognitive achievement, while the non-cognitive and emotional dimensions of students have not been fully accommodated. This study aims to examine the implementation of Caring Assessment in Informatics learning eighth grade junior high school, find out students' perceptions of its application, and understand how the principle of caring affects students' learning experience. This study used a qualitative descriptive approach with simple quantitative support design involving 32 eighth grade students in one of the junior high schools in Purwakarta Regency. Data was collected through learning observations, student interviews, in-depth interviews, and student perception questionnaires adapted from the Perceived Caring Scale with four dimensions, namely attention, empathy, support, and feedback. The results of the study showed that Caring Assessment was carried out very well in learning practice and was perceived very positively by students in all aspects measured. Support emerges as the most powerful dimension, while empathy appears to be a more subtle dimension, but it is still perceived to be very high. Observation and interview data also show that Caring Assessment contributes to creating a safer, supportive, and meaningful learning environment, so that students feel more helped, valued, and more courageous to engage in learning. Thus, Caring Assessment not only functions as a means of assessing learning outcomes, but also as a pedagogical practice that supports a more complete student learning experience.

Project-Based Learning Integrated Caring Assessment and Tiered Instruction: Implications for Creative Thinking and Collaboration Aliatusholihah AH; Rizki Hikmawan; Vara Aulia Saputri; Andre Nugraha; Aliatusholihah AH; Rizki Hikmawan; Vara Aulia Saputri; Andre Nugraha
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 5 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i5.2026.11

Creative thinking and collaboration are two competencies whose needs continue to increase in the context of 21st-century education. However, their development in the practice of project-based learning (PjBL) in junior high schools still faces obstacles, mainly due to overly product-oriented assessments and a lack of assignment adjustments to students' learning readiness. This study examines the influence of PjBL integrated with caring assessment and tiered instruction on these two competencies. The design was a quasi-experimental nonequivalent control group design involving 65 junior high school students, in which the experimental group (n = 32) received integrated PjBL and the control group (n = 33) received conventional PjBL. Data were collected through PBLWorks and P21 framework-based performance rubrics and written tests and then analyzed using descriptive statistics, the Wilcoxon Signed-Rank Test, and the Mann-Whitney U. As a result, the experimental group showed a significant improvement (Z = −4,071; p < 0.001; N-gain = 0.49), while the control group showed no significant change (Z = −1.574; p = 0.116; N-gain = 0.11). Creative thinking achievement (U = 356,500; p = 0.024) and collaboration (U = 298,000; p = 0.002) in the experimental group were also significantly higher. These findings indicate that the integration of caring assessment and tiered instruction in PjBL is able to encourage the development of these two competencies in a more structured manner than PjBL, which runs without these two components.

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