Validation of a 3d augmented reality instrument for cell biology learning

Authors

  • Asrizal Wahdan Wilsa Doctoral Program in Natural Science Education, FMIPA, Universitas Negeri Semarang, Semarang
  • Hartono Hartono Natural Science Education Program, FMIPA, Universitas Negeri Semarang, Semarang
  • Bambang Subali Physic Education Program, FMIPA Universitas Negeri Semarang, Semarang, Indonesia
  • Enni Suwarsi Rahayu Biology Program, FMIPA Universitas Negeri Semarang, Semarang, Indonesia

DOI:

https://doi.org/10.21009/biosferjpb.71569

Keywords:

Augmented Reality, Cell biology, Content validity, Fuzzy delphi, Visuospatial ability

Abstract

Cell biology involves abstract structures and processes that are difficult to observe directly and requires students to construct accurate microscopic and visuospatial representations. Augmented Reality can provide three-dimensional visualization of cellular structures; however, assessment instruments for AR-supported learning require careful validation. This study examined the content validity of an instrument developed for a 3D AR-integrated cell biology e-module and refined its indicators through expert discussion. The instrument comprised four components: learning outcomes, instructional content, learning processes, and learning assessment, with indicators related to microscopic representation and visuospatial ability. The study employed a research and development design guided by the ADDIE model. The study focused on the Analysis, Design, and Development stages, while the Implementation and Evaluation stages were not conducted; therefore, empirical testing with students was beyond the scope of this study. Five experts in cell biology, educational technology, and elementary education participated in the validation. Quantitative validation used the Fuzzy Delphi method with triangular fuzzy numbers and a consensus criterion of d ≤ 0.20, while qualitative refinement was conducted through Focus Group Discussion. All items fulfilled the consensus criterion, with threshold values ranging from 0.140 to 0.199. The FGD identified areas for refinement, particularly indicator wording, representational translation, visuospatial assessment, and cellular processes. The findings provide evidence of content validity based on expert consensus and pedagogical refinement. The resulting instrument can serve as a preliminary assessment tool for microscopic representation and visuospatial ability in AR-supported cell biology learning, although further empirical testing is required to establish its psychometric properties.

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2026-10-18

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Wilsa, A. W., Hartono, H., Subali, B., & Rahayu, E. S. (2026). Validation of a 3d augmented reality instrument for cell biology learning. Biosfer: Jurnal Pendidikan Biologi, 19(2), 818–829. https://doi.org/10.21009/biosferjpb.71569

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Vol. 19 No. 2 (2026): Biosfer: Jurnal Pendidikan Biologi

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