MAKING AUGMENTED REALITY (AR) BASED CHEMANJI LEARNING GAME ON MOLECULAR GEOMETRY CONCEPT
Bilah Samping Artikel
Isi Artikel Utama
Abstrak
Chemistry requires the ability to understand macroscopic, submicroscopic and symbolic phenomena. However, the lack of a strategy to understand the concept at the submicroscopic level has resulted in an incomplete understanding of the concept of chemistry. This is due to the limited tools that can provide visualization of abstract concepts.The use of the Chemanji game board that collaborates with AR technology is expected to be able to visualize the concept of the macroscopic, symbolic and submicroscopic levels and cultivate character in competitive and collaborative team type play. The purpose of this study was to analyze the results of the validation test and describe the appearance of the product of the Chemanji learning game based on Augmented Reality (AR) on the molecular geometry concept. The research method used is Design Based Research (DBR) which is used to describe the appearance of Chemanji learning games based AR through flowcharts, storyboards and validation tests using validation sheets. The results of the Chemanji learning game based on Augmented Reality (AR) have an average value was 0.89 which indicates that chemanji learning games AR-based are valid and can be used as a learning media that is effectively used in learning.
Unduhan
Rincian Artikel
Artikel ini berlisensi Creative Commons Attribution 4.0 International License.
Referensi
Aljaberi, N. M., & Gheith, E. (2016). Pre-Service Class Teacher’ Ability in Solving Mathematical Problems and Skills in Solving Daily Problems. Higher Education Studies, 6(3), 32–47
Apriana, Y., Wahyuningsih, S., & Samudera, W. (2020). Sikap Sosial dan Kemampuan Berpikir Kreatif Peserta Didik Kimia SMA Berbasis Reading Questioning and Answering Dipadu Creative Problem Solving. Jurnal Inovasi Pendidikan Dan Sains, 1(2), 30–34.
Arikunto, S. (2013). Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
Dunleavy, B. M. (2014). Design Principles For Augmented Reality Learning. Techtrends,. , 58(1), 28–34.
Farida, I. L. (2017). A Web-Based Model To Enhance Competency In The Interconnection Of Multiple Levels Of Representation. In A. et Al. (Ed.),. Ideas for 21st Century Education (pp. 359–363). London: Taylor & Francis Group.
Fatma, A. D., & Partana, C. F. (2019). Pembelajaran Berbantu Aplikasi Android untuk Meningkatkan Kemampuan Pemecahan Masalah Kimia. Jurnal Inovasi Pendidikan IPA, 5(2), 229–236.
Firman. (2007). Pendidikan Kimia Dalam Tim Pengembangan Ilmu Pendidikan UPI. Ilmu Dan Aplikasi Pendidikan. Bandung : PT.Imperial Bhakti Utama.
Gomulya, D. S. (2018). Pengembangan Ludo Word Game (LWG) Kimia Sebagai Media Chemo-Edutainment (CET) Pada Materi Sistem Koloid Kelas XI SMA/MA, Jurnal Pendidikan Kimia XII(12), 19–29.
Gustita’iroh, U. M. Z., Rohmah, A. R., & Noor, F. M. (2019). Analisis Penerapan Pembelajaran Kimia Organik Berkonteks Isu Sosiosainstifik untuk Meningkatkan Literasi Sains Mahasiswa IPA. Journal of Natural Science Teaching, 2(1), 45–50.
Helsy, Imelda dan Andriyani, L (2017). Pengembangan Bahan Ajar Pada Materi Kesetimbangan Kimia Berorientasi Multipel Representasi Kimia. Jurnal Tadris Kimiya , 1(Juni 2017), 104–108.
Irwansyah, F. S. Ramdani, I., & Farida, I. (2017). The Development Of An Augmented Reality ( AR ) Technology-Based Learning Media In Metal Structure Concept. In A. Et Al. (Ed.). Ideas For 21st Century Education (pp. 233–237). London: Taylor & Francis Group.
Irwansyah, F. S, Yusuf, Y. M., Farida, I., & Ramdhani, M. A. (2018). Augmented Reality ( AR ) Technology On The Android Operating System In Chemistry Learning. IOP Conference Series: Materials Science And Engineering , 288(1),12068
Kelly, R. M. (2017). The Effect That Comparing Molecular Animations Of Varying Accuracy Has On Students’ Submicroscopic Explanations. Chemistry Education Research And Practice, , 18(4), 582–600.
Martin, C. B. (2015). The Use of Molecular Modeling as Pseudoexperimental †Data for Teaching VSEPR as a Hands-On General Chemistry Activity. Journal of Chemical Education, , 92(8), 1364–1368.
Natalie L. Dean, C. E. (2016). Applying Hand-Held 3D Printing Technology to the Teaching of VSEPR Theory. Journal of Chemical Education , 93, 1660−1662.
Priatmoko, S. (2018). Memperkuat Eksistensi Pendidikan Islam Di Era 4.0. Jurnal Studi Pendidikan Islam , Vol.1 No.2 hal 221-239.
Rajmah, M. A.-G. (2017). Aplikasi AlChemist Menggunakan Augmented Reality Berbasis Android Untuk Pembelajaran Kimia SMA. In e-Proceeding of Applied Science , Vol. 3, 1448–1460.
Sadiman, A. S. (2014). Media Pendidikan: Pengertian, Pengembangan, dan Pemanfaatannya. PT Raja Grafindo Persada.
Sari, S., Anjani, R., Farida, I., & Ramdhani, M. A. (2017). Using Android-Based Educational Game for Learning Colloid Material. Journal of Physics: Conference Series, 895(1). https://doi.org/10.1088/1742-6596/895/1/012012
Septiana, N. Z. (2019). Perilaku Prososial Siswa SMP di Era Revolusi Industri 4.0 (Kolaborasi Guru Dan Konselor) . Jurnal Nusantara Of Research , Vol. 6, No. 1, 1-15.
Sugiyono. (2012). Metode Penelitian Pendidikan. Bandung: Alfabeta.
Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif, Dan R & D. Bandung: Alfabeta
Triboni, Eduardo & Weber, Gabriel. 2018. MOL: Developing a European-Style Board Game to Teach Organic Chemistry. Journal of Chemical Education. 95(5) 791-803
Wardani, S., Lindawati, L., & Kusuma, S. B. W. (2017). The Development Of Inquiry By Using Android-System-Based Chemistry Board Game To Improve Learning Outcome And Critical Thinking Ability. Jurnal Pendidikan IPA Indonesia, 6(2), 196–205.
Yuliati, Y. &. (2019). Pembelajaran Sains Di Era Revolusi Industri 4.0. Jurnal Cakrawala Pendas , Volume 5 Nomor 2, 167-171.
Yuliatun, T. (2017). Pengembangan Instrumen Penilaian Media Permainan Jumanji Mengukur Penguasaan Materi Fisik Dan Pencapaian Minat Belajar Peserta Didik SMA, ,91, 399–404.