Jul 2026· JPBI (Jurnal Pendidikan Biologi Indonesia)· Vol 12, pp. 307-320· 0 citations· 70 references
TL;DR
ARPBL shows strong potential to address cognitive and skill gaps in biology education and is recommended to promote deeper understanding and strengthen students' 21st-century competencies.
Abstract
Background: The concept of plant growth is fundamental to biology education. However, conventional instruction often emphasizes conceptual memorization rather than active inquiry, collaboration, and problem-solving, limiting opportunities for students to develop essential 21st-century skills. Objectives: This study aims to analyze students' 21st-century skills profiles as a needs assessment to inform the design of an Augmented Reality Problem-Based Learning (ARPBL) model for plant growth learning. Methods: A descriptive quantitative approach was employed involving 274 secondary school students from 33 schools in Indonesia. Data were collected using a validated Likert-scale questionnaire measuring four core competencies: critical thinking, creativity, collaboration, and communication. The results were used to inform the development of an ARPBL prototype integrating mobile-based augmented reality with problem-based learning scenarios. Results: The findings indicate that students demonstrate moderate to high levels of creativity and communication, while critical thinking remains at a basic level. This imbalance underscores the need for more interactive and technology-enhanced instructional strategies. The ARPBL model incorporates 3D visualization and contextual problem-solving activities, offering an immersive learning experience that enhances both conceptual understanding and skill development. Conclusion: ARPBL shows strong potential to address cognitive and skill gaps in biology education and is recommended to promote deeper understanding and strengthen students' 21st-century competencies.
Augmented Reality (AR) has the potential to improve Problem-Based Learning (PBL) in higher education by easing the visualisation of difficult biological ideas and encouraging active participation. The purpose of this study was to assess the viability and content validity of AR-integrated teaching resources created for PBL. The study concentrated on the validation stage using the ADDIE development paradigm and included three expert validators in instructional design, educational technology, and biology education. Aiken's V was used to evaluate content validity in terms of language appropriateness, presentation viability, and topic feasibility. To enhance the teaching materials, qualitative input from validators was also examined. The findings showed strong validity across all dimensions, with Aiken's V values more than 0.85. The display of AR elements, the clarity of instructions, and the alignment of learning exercises with problem-solving objectives were the main areas of expert recommendation. The quality and usability of the updated materials were improved by incorporating these suggestions. All things considered, the AR-integrated teaching resources showed excellent content validity and viability for postsecondary education. According to the results, the products are appropriate for use in classrooms and can help students grasp difficult biological ideas through interactive, technologically enhanced learning opportunities.
A. Bashri, R. Puspitawati, W. Wisanti et al.· EDUKASIA Jurnal Pendidikan d...· 0 citations
Augmented reality (AR) is increasingly used in higher education, but its effectiveness depends on how it is integrated into pedagogical design rather than on its visual features alone. Limited studies have examined how AR supports inquiry-based learning for developing students’ 4C competencies: critical thinking, creativity, collaboration, and communication. This study investigated the effectiveness of AR-supported progressive inquiry learning compared with discovery learning in a computer hardware and operating systems course. A quasi-experimental nonequivalent control-group design with a pretest-posttest format was employed. The participants were 69 undergraduate students, 35 in the experimental group and 34 in the control group. The experimental group learned through AR-supported Progressive Inquiry Learning, while the control group learned through Discovery Learning. Data were collected using a 30-item cognitive test and performance-based observations of 4C competencies. MANCOVA and ANCOVA were used for data analysis, with pretest scores treated as covariates. The results showed a significant effect of the learning model on students’ combined 4C competencies. After controlling for initial abilities, the experimental group achieved higher scores across all dimensions, with the strongest effects in communication and collaboration, followed by creativity and critical thinking. Observational findings indicated that AR supported problem understanding, question formulation, object exploration, evidence discussion, and explanation development. These findings suggest that AR is most effective when embedded in structured, inquiry-oriented learning.
Septriyan Anugrah, Reni Kurnia, Nofri Hendri et al.· European Journal of Educatio...· 0 citations
Developing students' critical thinking skills has become an increasingly important educational priority in the era of artificial intelligence. Despite the growing use of Augmented Reality (AR) in education, empirical evidence regarding its effectiveness in fostering elementary school students' critical thinking in science remains limited, particularly when integrated with Problem-Based Learning (PBL). This study investigated the effect of AR-assisted PBL on elementary students' critical thinking skills in science. A quasi-experimental design with a non-equivalent pretest–posttest control group was employed involving 62 fifth-grade students (experimental group = 32; control group = 30). Both groups received identical problem-based science instruction on flora and fauna topics, while AR was integrated only into the experimental group. Students' critical thinking skills were assessed using an essay-based instrument developed according to the RED framework (Recognizing Assumptions, Evaluating Arguments, and Drawing Conclusions). Descriptive statistics and inferential analyses were conducted using an independent-samples t-test for the pretest and a one-tailed Mann–Whitney U test for the posttest. The findings revealed that students receiving AR-assisted PBL achieved significantly higher critical thinking scores than those receiving problem-based learning without AR (posttest mean = 81.72 vs. 75.83; p = 0.005), with a moderate educational effect (r = 0.329). These findings suggest that integrating interactive three-dimensional visualization within a problem-based learning environment facilitates scientific reasoning and supports the development of critical thinking beyond conceptual understanding alone. This study contributes to the growing literature on technology-enhanced science education by providing empirical evidence that AR functions most effectively as a pedagogical tool when embedded within inquiry-oriented learning environments. The findings also offer practical implications for designing more interactive and student-centered science instruction in elementary schools.
Y. Krisnawati, Sandra Arhesa, Hos Arie Rhamadhan Sibarani et al.· Prisma Sains : Jurnal Pengka...· 0 citations
. This study presents a preliminary analysis aimed at developing the TSABIT (Augmented Reality-Based Technology for Interactive Learning) learning model to improve student competence in the Invertebrate Zoology course. This preliminary analysis uses descriptive statistical techniques, including measures of central tendency, range, and variability. The results show that students' initial academic performance was in the moderate category, with an average score of 63.96 and a standard deviation of 14.19, indicating considerable variation in learning outcomes. The analysis highlights the potential of augmented reality (AR)-based learning in supporting better visualization of abstract concepts, increasing student engagement, and encouraging active participation in the learning process. Therefore, the development of the TSABIT model is considered relevant as an innovative instructional approach. This study provides an important empirical basis for designing effective, innovative, technology-based learning models that meet the demands of 21st-century higher education.
A. Wahyuni, S. Sriadhi, Abdul Hamid· Proceedings of the 10th Annu...· 0 citations
This study aimed to develop and evaluate Augmented Reality (AR)-based learning media integrated with Experiential Learning Theory (ELT) to improve students’ chronological thinking skills. The study employed a Research and Development (R&D) method comprising needs analysis, design, development, expert validation, revision, and small- and large-group trials. The participants were Year 10 students (Phase E) at SMA Negeri 12 Padang. Data were collected through validation sheets, practicality questionnaires, and chronological thinking tests, then analysed using qualitative and quantitative descriptive techniques. The findings showed that the developed media met validity criteria based on assessments by subject-matter, media, and language experts, while also demonstrating high practicality for teachers and students. The media was also effective in improving students’ ability to sequence events, understand temporal relationships, and interpret historical timelines. Therefore, integrating AR with ELT offers an innovative approach to meaningful, experience-based history learning in classrooms.
Wiwi Fismariza, R. Yefterson, Azmi Fitrisia et al.· ARMADA : Jurnal Penelitian M...· 0 citations
This study aims to examine the development process, validity, and practicality of Augmented Reality-based learning media in enhancing fifth-grade students’ understanding of science concepts at SDN Inti Dolago on the topic “Seeing Because of Light.” Issues in science education indicate that students still struggle to grasp abstract concepts because instruction is dominated by lecture-based methods and the limited use of visual media. This study employed the Research and Development (R&D) method using the ADDIE model, implemented through the implementation stage. The research subjects consisted of 20 students, a classroom teacher, and two expert validators. Data were collected via expert validation sheets and user response questionnaires, analyzed using percentage techniques based on a Likert scale to determine the media’s validity and practicality levels. The novelty of this study lies in the development of Assemblr Edu-based Augmented Reality media on visual system material in elementary schools to support conceptual understanding through interactive three-dimensional object visualization.The results showed that the media received a validity score of 82.50% from subject matter experts and 84.00% from media experts, as well as positive responses from teachers and students, making it feasible and practical for use in IPAS learning.
Putri Nur Sakina Karadjo, H. Herlina, Sisriawan Lapasere et al.· Equator Science Journal· 0 citations
