Pengembangan Augmented Reality Berbasis Discovery Learning untuk Berpikir Kritis dan Nilai Afektif Murid

Adis Sherly; Saleh Hidayat; Bagas Rasid Sidik

doi:10.51574/jrip.v6i2.5731

Authors

Adis Sherly Pendidikan Biologi, Program Pascasarjana, Universitas Muhammadiyah Palembang, Palembang, Indonesia
Saleh Hidayat Pendidikan Biologi, Program Pascasarjana, Universitas Muhammadiyah Palembang, Palembang, Indonesia
Bagas Rasid Sidik Pendidikan Biologi, Program Pascasarjana, Universitas Muhammadiyah Palembang, Palembang, Indonesia

Keywords:

Augmented Reality, Discovery Learning, Media Pembelajaran, Berpikir Kritis, Klasifikasi Hewan

Abstract

Visualisasi objek biologi yang sulit dihadirkan secara langsung membatasi kegiatan pengamatan dan penalaran murid. Penelitian ini bertujuan mengembangkan media Augmented Reality (AR) berbasis Discovery Learning pada materi klasifikasi hewan serta menguji validitas, kepraktisan, dan efektivitasnya terhadap kemampuan berpikir kritis dan nilai afektif. Penelitian dan pengembangan menggunakan model 4D yang mencakup define, design, develop, dan disseminate. Produk berupa modul ajar, lembar kerja murid, objek tiga dimensi, dan kartu akses QR. Validasi melibatkan ahli bahasa, media, perangkat, materi, dan evaluasi. Uji efektivitas menggunakan desain kuasi-eksperimen pretest-posttest dengan kelas kontrol sebanyak 25 murid dan kelas eksperimen sebanyak 23 murid. Data dianalisis menggunakan persentase deskriptif, Shapiro-Wilk, Levene, Mann-Whitney, dan N-Gain. Rata-rata validasi produk mencapai 90,48%, kepraktisan guru 92,86%, keterbacaan 71,74%, keterlaksanaan dua pertemuan 100%, dan respons positif murid 97,82%. Skor berpikir kritis kelas eksperimen meningkat dari 48,41 menjadi 81,86 dengan N-Gain 0,63, sedangkan kelas kontrol meningkat dari 57,33 menjadi 62,40 dengan N-Gain 0,18. Perbedaan pascaintervensi signifikan dan berefek besar (U = 54,00; Z = -4,886; p < 0,001; r = 0,71). Perbedaan nilai afektif juga signifikan dan berefek besar (U = 39,00; Z = -5,194; p < 0,001; r = 0,75), terutama pada receiving, responding, dan valuing. Temuan menunjukkan bahwa integrasi visualisasi AR dengan tahapan penemuan terbimbing layak digunakan untuk mendukung pengamatan, analisis, dan keterlibatan murid, meskipun internalisasi nilai tingkat lanjut memerlukan pembiasaan yang lebih panjang.

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