Implementasi Media Augmented Reality Terintegrasi dengan Virtual Reality untuk Meningkatkan Technological Pedagogical Content Knowledge (TPACK) bagi Guru Musyawarah Guru Mata Pelajaran (MGMP) Kimia Madrasah Aliyah (MA) DKI Jakarta

Ucu Cahyana; Agung Purwanto; Annisa Aulia Rahmah; Citra Santikasari

doi:10.21009/sarwahita.231.05

Authors

Ucu Cahyana Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur 13220, Indonesia
Agung Purwanto Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur 13220, Indonesia
Annisa Aulia Rahmah Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur 13220, Indonesia
Citra Santikasari Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur 13220, Indonesia

DOI:

https://doi.org/10.21009/sarwahita.231.05

Keywords:

virtual reality, augmented reality, TPACK, digital media

Abstract

This community service activity aims to enhance the Technological Pedagogical Content Knowledge (TPACK) of chemistry teachers in the Chemistry Subject Teacher Forum (MGMP) at Madrasah Aliyah (MA) in the Jakarta Capital Region through the implementation of Augmented Reality (AR) integrated with Virtual Reality (VR). The program was conducted through Focus Group Discussions (FGD), training and workshop sessions, and program evaluation. The training focused on introducing and implementing AR- and VR-based digital learning media to support chemistry instruction. Evaluation results showed an improvement in participants’ knowledge of digital learning media. The average post-test score reached 85.83, indicating an increase of 16.25 points compared to the pre-test score. In addition, 93.2% of participants provided positive responses to the training activities, reflecting a high level of satisfaction and acceptance of the program. The TPACK assessment results indicated that participants achieved scores above 75% in the Technological Knowledge (TK) aspect, 78% in the Content Knowledge (CK) aspect, and above 75% in the Pedagogical Knowledge (PK) aspect. The integration of these domains into TPACK produced a maximum score of 85.7%. These findings suggest that AR- and VR-based digital media are relevant and effective tools for improving chemistry teachers’ TPACK and supporting innovative learning practices in the digital era.

References

Akçayir, M., Akçayir, G., Pektaş, H. M., & Ocak, M. A. (2016). Augmented Reality in science laboratories: The effects of Augmented Reality on university students’ laboratory skills and attitudes toward science laboratories. Computers in Human Behavior, 57, 334–342. https://doi.org/10.1016/j.chb.2015.12.054

Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with Augmented Reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002

Amali, N., . N., & Firman, H. (2024). A Framework Design for Developing and Validating Virtual Test to Assess Science Process Skills in Chemistry. KnE Social Sciences, 2024, 269–279. https://doi.org/10.18502/kss.v9i8.15557

Artun, H., Durukan, A., & Temur, A. (2020). Effects of Virtual Reality enriched science laboratory activities on pre-service science teachers ’ science process skills. Education and Information Technologies, 25, 5477–5498.

Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in Augmented Reality. IEEE Computer Graphics and Applications, 21(6), 34–47. https://doi.org/10.1109/38.963459

Bell, J. T., & Fogler, H. S. (n.d.). Vicher : A Virtual Reality Based Educational

Module for Chemical Reaction Engineering.

Cahyana, U., Lestari, I., & Irwanto, I. (2024). Development of a mobile learning network for science with Augmented Reality and its impact on students ’ literacy and numeracy. February. https://doi.org/10.53894/ijirss.v7i2.2685

Carmigniani, J., Furht, B., & Anisetti, M. (2011). Augmented Reality technologies

systems and applications. 341–377. https://doi.org/10.1007/s11042-010-0660-6

Chabalengula, V. M., Mumba, F., & Mbewe, S. (2012). How pre-service teachers’ understand and perform science process skills. Eurasia Journal of Mathematics, Science and Technology Education, 8(3), 167–176. https://doi.org/10.12973/eurasia.2012.832a

Chen, S., & Liu, S. (2020). Computers in Human Behavior Using Augmented Reality to experiment with elements in a chemistry course. Computers in Human Behavior, 111(April), 106418. https://doi.org/10.1016/j.chb.2020.106418

Cindiati, M., Suharsono, S., & Diella, D. (2021). Correlation Between Metacognition Ability and Students’ Science Process Skills on Cellular Bioprocess Materials. Jurnal Pelita Pendidikan, 9(1), 1–12. https://doi.org/10.24114/jpp.v9i1.22440

Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education.

In Research Methods in Education. https://doi.org/10.4324/9780203029053

Coil, D., Wenderoth, M. P., Cunningham, M., & Dirks, C. (2010). Teaching the process of science: Faculty perceptions and an effective methodology. CBE Life Sciences Education, 9(4), 524–535. https://doi.org/10.1187/cbe.10-01-0005

Dalgarno, B., Bishop, A. G., Adlong, W., & Bedgood, D. R. (2009). Effectiveness of a Virtual Laboratory as a preparatory resource for Distance Education chemistry students. Computers and Education, 53(3), 853–865. https://doi.org/10.1016/j.compedu.2009.05.005

Di Serio, Á., Ibáñez, M. B., & Kloos, C. D. (2013). Impact of an Augmented Reality system on students’ motivation for a visual art course. Computers & Education, 68, 586–596. https://doi.org/10.1016/j.compedu.2012.03.002

Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological Pedagogical Content Knowledge (TPACK)? The Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge : A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x