EFFEKTIFITAS PENGGUNAAN MEDIA PEMBELAJARAN BERBASIS AUGMENTED REALITY DALAM PEMBELAJARAN KIMIA DI ERA SOCIETY 5.0
Abstract
Abstrak
Penelitian ini bertujuan untuk menjelajahi efektivitas pemanfaatan media augmented reality (AR) dalam konteks pembelajaran kimia menggunakan pendekatan deskriptif kualitatif. Dalam penelitian ini, dilakukan identifikasi, analisis, evaluasi, dan interpretasi riset terkait AR yang tersedia dari tahun 2010 hingga 2022, yang berkaitan dengan topik pembelajaran kimia. Metode yang digunakan adalah Systematic Literature Review (SLR) yang bertujuan menjawab pertanyaan penelitian terkait efektivitas media pembelajaran AR dalam pembelajaran kimia di era Society 5.0 dengan menggunakan database artikel online yaitu ERIC dan Google Scholar. Berdasarkan analisis literatur, dapat disimpulkan bahwa pemanfaatan augmented reality dalam proses pembelajaran kimia menghadirkan sejumlah keunggulan, seperti visualisasi yang lebih detail, peningkatan interaksi siswa yang menggugah partisipasi, kemudahan dalam memahami materi kimia yang kompleks, mempertahankan informasi dalam ingatan siswa dalam jangka waktu yang lebih panjang, dan penyediaan metode pembelajaran yang inovatif. Implikasi dari temuan ini dapat memberikan panduan praktis bagi institusi pendidikan dalam mengadopsi AR secara efektif dalam proses pembelajaran kimia.
Kata kunci: Pembelajaran kimia Augmented reality, Era Society 5.0
Abstract
This study aims to explore the effectiveness of utilizing augmented reality (AR) media in the context of chemistry learning using a qualitative descriptive approach. In this study, identification, analysis, evaluation, and interpretation of AR-related research available from 2010 to 2022, related to chemistry learning topics, were carried out. The method used is the Systematic Literature Review (SLR) which aims to answer research questions related to the effectiveness of AR learning media in chemistry learning in the era of Society 5.0 using online article databases, namely ERIC and Google Scholar. Based on literature analysis, it can be concluded that the use of augmented reality in the chemistry learning process presents a number of advantages, such as more detailed visualization, increased student interaction that arouses participation, ease in understanding complex chemical materials, retaining information in students' memories for a longer period of time, and providing innovative learning methods. The implications of these findings could provide practical guidance for educational institutions in adopting AR effectively in the chemistry learning process.
Keywords: Augmented reality, Chemistry learning, Society Era 5.0
References
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