Augmented Reality Supported by Deep-Learning-Oriented Pedagogy for Solar System Learning: Development and Preliminary Evaluation of Junior High School Students’ Creative Thinking
Aug 2026· Kognisi: Jurnal Ilmu Keguruan· 0 citations· 42 references
TL;DR
An augmented reality learning medium integrated with a deep-learning-oriented pedagogy for the Solar System topic supports the feasibility and educational promise of combining interactive AR visualization with cognitively engaging pedagogy.
Abstract
Creative thinking is increasingly recognized as a core learning outcome in science education, yet abstract astronomical concepts can be difficult for junior high school students to explore through conventional two-dimensional media. This study developed and preliminarily evaluated an augmented reality (AR) learning medium integrated with a deep-learning-oriented pedagogy for the Solar System topic. In this article, deep learning refers to an educational approach that emphasizes active knowledge construction, meaningful connections, reflection, and sustained cognitive engagement rather than artificial-intelligence deep learning. The study employed a Research and Development design using the ADDIE model. Two expert validators reviewed the product, and the implementation involved 32 Grade VII students selected through cluster random sampling from a population of 296 students at SMP Negeri 3 Karanganyar, Indonesia; a small-scale trial involved 10 students, and two science teachers provided practicality responses. Data were collected through observation, interviews, expert-validation questionnaires, student and teacher response questionnaires, and a 10-item pretest-posttest instrument adapted from the Torrance Test of Creative Thinking dimensions of fluency, flexibility, originality, and elaboration. Expert-validation coefficients were .89 for AR media, .82 for content and language, .87 for the deep-learning lesson plan, and .80 for test content. Practicality ratings reached 83% in the small-scale trial, 88% among students in the limited-scale implementation, and 91% among teachers. A paired-samples comparison indicated a significant pre-post difference (p = .001), while the mean normalized gain was .4460, representing a moderate improvement. Fluency showed the largest gain (.4683) and elaboration the smallest (.3495). The findings support the feasibility and educational promise of combining interactive AR visualization with cognitively engaging pedagogy. Because the implementation used a one-group pretest-posttest design without a control group, the results should be interpreted as preliminary evidence rather than a causal estimate of effectiveness.
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 research was motivated by the low learning outcomes of fourth-grade students at SDN 7 Dungaliyo in Natural Sciences (IPA), specifically on Energy and Its Changes material. This issue was driven by the abstract nature of the topic and a teacher-centered learning environment that lacked varied learning media. This study aimed to improve the learning outcomes of fourth-grade students at SDN 7 Dungaliyo through the application of the Problem-Based Learning (PBL) model assisted by audio-visual media. The research design employed a Classroom Action Research (CAR) based on the Hopkins model, conducted in two cycles. Each cycle encompassed four major phases: planning, acting, observing, and reflecting. The subjects of this research were all 18 fourth-grade students at SDN 7 Dungaliyo, Gorontalo Regency, during the 2025/2026 academic year, consisting of 12 male and 6 female students. Data collection techniques included observation of teacher and student activities, multiple-choice written evaluation tests, and classroom documentation. The gathered data were analyzed descriptively using percentage techniques. The results demonstrated a significant improvement in student learning outcomes across the cycles. In the pre-action baseline condition, the classical mastery reached only 34% (6 students) meeting the Minimum Mastery Criteria (KKM 70). Following the implementation of Cycle I, the student learning mastery percentage increased slightly to 39% (7 students), which still fell short of the targeted classical success indicator. Reflective improvements were made in Cycle II by enhancing the interactivity of audio-visual media and group engagement. The evaluation in Cycle II revealed a substantial surge in classical mastery, reaching 83% (15 students) who successfully met the Learning Objectives Achievement Criteria (KKTP). The mastery growth from Cycle I to Cycle II was recorded at 44%. Based on these findings, it can be concluded that the application of the Problem-Based Learning (PBL) model assisted by audio-visual media is highly effective in improving science learning outcomes on Energy and Its Changes for fourth-grade students at SDN 7 Dungaliyo, Gorontalo Regency.
Putri Angriani, Meylan, Gamar Abdullah et al.· Journal of Education and Tea...· 0 citations
Scientific literacy is a fundamental competency that should be developed from early childhood, yet many early childhood education institutions continue to rely on conventional instructional media that offer limited opportunities for interactive, meaningful science learning. Although Augmented Reality (AR) has demonstrated potential for enhancing learning engagement, few studies have integrated AR with a deep learning approach to foster early childhood scientific literacy through meaningful, mindful, and joyful learning experiences. Therefore, this study aimed to develop and evaluate Augmented Reality learning media based on a deep learning approach to improve children's scientific literacy at RA Al Qur’an Dina. This Research and Development (R&D) study employed the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. Data were collected through interviews, observations, expert validation questionnaires, response questionnaires, and pretest–posttest instruments involving early childhood learners. The findings indicated that the developed media were valid and feasible, as assessed by media, material, and instrument experts. The results of the Focus Group Discussion (FGD), small group trials, and Training of Trainers (TOT) also confirmed that the media were practical, engaging, and easy to implement. Furthermore, large-group testing demonstrated a substantial improvement in children's scientific literacy, reflected in an N-Gain score of 0.98 (high category) and an effectiveness level of 97.93% (highly effective category). In conclusion, the developed Augmented Reality learning media effectively enhanced early childhood scientific literacy through interactive and meaningful learning experiences.
Nida'un Nabila, Yaswinda Yaswinda, N. Mahyuddin et al.· Journal of General Education...· 0 citations
Limited access to interactive and context-sensitive learning resources constrains junior high school students’ engagement with local culture. This study developed and evaluated augmented reality (AR)-enhanced digital teaching materials integrating Rokan Hulu Malay local wisdom to support students’ cultural literacy. The study followed the ADDIE model and involved three expert validators, a small-group trial (n = 10), and a large-group trial (n = 30) at SMP Negeri 1 Rambah, Indonesia. The large-group participants completed four 90-minute instructional sessions over two weeks and undertook cultural literacy pretests and posttests. Data were collected through validation sheets, student response questionnaires, and cultural literacy tests. Product validity was examined using Aiken’s V, practicality through descriptive statistics, and score improvement through the Shapiro–Wilk test, a paired-samples t-test, and normalized gain analysis. The materials obtained a mean Aiken’s V of 0.75. Practicality scores were 82.50% in the small-group trial and 82.03% in the large-group trial. Mean cultural literacy scores increased from 61.27 ± 8.15 to 83.43 ± 7.28, t(29) = −13.542, p < .001, with a moderate N-gain of 0.57. The findings indicate that the materials were valid and practical and were associated with improved cultural literacy; however, the one-group design limits causal interpretation.
Ike Betria, I. Rahmawati, Mi’rajul Rifqi et al.· JPI: Jurnal Pustaka Indonesi...· 0 citations
This study aimed to develop an interactive science media innovation based on deep learning approach integrated with Tri-N and to evaluate its validity, practicality, and effectiveness in improving elementary school students' critical thinking skills. This study employed a Research and Development (R&D) design using ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The participants were fifth-grade elementary school students, involving 20 students in the pilot trial and 62 students in the field trial. Data were collected through observations, interviews, questionnaires, tests, and documentation, and were analyzed using descriptive qualitative and quantitative techniques. The results indicated that the developed interactive science learning medium was designed based on the principles of deep learning, emphasizing mindful, meaningful, and joyful learning, and integrated with Tri-N learning activities of niteni (careful observation), nirokke (imitation or replication), and nambahi (modification or improvement). Validation results showed that the developed media was considered valid, receiving a score of 98.57% from media experts and 87.62% from subject matter experts. The practicality test demonstrated that the media was highly practical, achieving a score of 93.63%. Furthermore, the effectiveness test revealed that the developed media significantly improved students' critical thinking skills, as indicated by the results of paired-samples t-test (0.001 < 0.05), the independent-samples t-test (0.008 < 0.05), and an N-Gain score of 0.75, which falls into the high category. Based on these findings, it can be concluded that interactive science media based on deep learning approach integrated with Tri-N approach is valid, practical, and effective in enhancing elementary school students' critical thinking skills.
Digital technology has increased demand for instructional media that address persistent difficulties in teaching abstract topics such as climate change, yet little empirical evidence exists on elementary students' needs and readiness for augmented reality (AR)-based learning media in Indonesia. This study analyzed fourth-grade students' needs for AR-based climate-change learning media within Ilmu Pengetahuan Alam dan Sosial (IPAS, Natural and Social Sciences) instruction and identified requirements to inform its design. Using a research and development approach following the Alessi and Trollip instructional design model, a structured fifteen-item Likert-scale questionnaire was administered to 60 fourth-grade students from two elementary schools in Palembang, Indonesia, and responses were analyzed descriptively through percentage distributions. Results showed that most students found climate-change material difficult to understand, strongly endorsed visual and interactive learning media, and reported high ownership and habitual use of personal digital devices, yet few were already familiar with AR technology. General interest in AR was considerably higher than interest specifically directed toward AR integrated with climate-change content, and student reports diverged from those attributed to teachers regarding existing interactive media use. These findings establish a pedagogical rationale and technological readiness for developing AR-based climate-change media, while cautioning that enthusiasm for AR cannot be assumed to transfer automatically across content domains, offering an empirical foundation for subsequent design of developmentally appropriate AR learning media.
Rindah Meijustika, H. Hartono, D. K. Sari· Journal of Innovation and Re...· 0 citations
What if pathology foundation models could do more with less? GigaPath-Flash and GigaTIME-Flash cut computational demands while maintaining strong performance, opening the door to larger studies and broader exploration. The post GigaPath-Flash and GigaTIME-Flash: Toward population-scale discovery with efficient pathology foundation models appeared first on Microsoft Research.
MIT News · Artificial Intelligence· news.mit.eduAug 31, 2026
With millions of users across the world, Julia has been used to conduct cutting-edge research and to design new drugs, jet engines, heat pumps, and more.