Development of Physics Learning Media Based on Augmented Reality

Harlyenda Ismayanti Isma, Subaer, Abdul Haris, Imam Ramadhan — Thu, 11 Jul 2024 00:00:00 +0300

The purpose of this research is to determine whether it is feasible to develop augmented reality-based physics learning materials and to certain how instructors and students react to such materials when they are based on magnetic field material. The ADDIE paradigm, which stands for Analysis, Design, Develop, and Evaluate, is used in this study. Experts, educators, and MIPA class XI students at SMAN 8 Selayar served as the study’s subjects. After demonstrating the use of augmented reality media, teachers and students were given the opportunity to respond to a questionnaire or voice their opinions on the program. This allowed researchers to collect data for their study. The Gregory method is the method used for data analysis. The analysis’s findings showed that the Gregory internal consistency coefficient was either 1 or 100%, and the replies from physics instructors and students fell between 80% and 100% of the total. This demonstrates that learning physics with augmented reality media is feasible.

Effect of practical teaching approach on physics students’ achievement in the concept of reflection and refraction of light

Marilyn Doris Ilomuanya, Akintayo Ikusika, Josiah O. Aramide — Thu, 11 Jul 2024 00:00:00 +0300

This study investigates the effect of practical teaching approach the achievement of physics students in the concept of reflection and refraction of light in senior secondary schools, typically encompassing students aged between 15 and 18 years. Employing a quasi-experimental design, a purposive sampling technique was used to select four schools in Ondo West, Ondo State. Data were collected from 100 students using a 40-item Physics Concept Test (PCT) questionnaire, with 20 items dedicated to each concept. Pre-test and post-test assessments were administered to both control and experimental groups before and after the intervention, respectively. Hypotheses were tested at the 0.01 level using Pearson product-moment correlations and an independent sample T-test. Results showed a significant effect of practical teaching methods on students’ achievement in light reflection and refraction. Recommendations include integrating practical approaches alongside theory and introducing practical activities earlier in students’ education to enhance understanding before external examinations.

International Journal of Physics and Chemistry Education

Development of Physics Learning Media Based on Augmented Reality

Effect of practical teaching approach on physics students’ achievement in the concept of reflection and refraction of light