THE INFLUENCE OF AUGMENTED REALITY (AR) BASED DIGITAL LEARNING MEDIA ON STUDENTS’ COGNITIVE ABILITIES IN ATOMIC STRUCTURE MATERIAL

Abstract

This research is motivated by the use of Augmented Reality media which is rarely used in learning, so that student learning outcomes using Augmented Reality media are still relatively low. This type of research is a quasi-experimental study with a non-equivalent control design. The purpose of this study is to determine the effect of Augmented Reality-based digital learning media on students’ cognitive abilities in atomic structure material. This research was conducted in the 2024/2025 academic year at SMA Negeri 12 Pekanbaru with the main material Atomic Structure. The instruments used in this study were multiple-choice objective tests and non-test instruments in the form of questionnaires. Based on the analysis of test data, the results showed that there was a significant influence of the use of Augmented Reality-based learning media on students’ cognitive abilities in atomic structure material. This is based on the results of hypothesis testing using the t-test on Posttest data. The results of the Posttest study showed a significance value (2-tailed of 0.00 < 0.05, thus indicating a significant difference between the experimental class and the control class. The average N-gain of students’ learning outcomes in the experimental class was 15% and was categorized as high, while in the control class it was 45% and was categorized as moderate. The cognitive abilities of experimental group students were also superior in the cognitive domains of levels C2, C4 and C5. Furthermore, based on the analysis of non-test data, it can be concluded that overall the application of Augmented Reality-based learning media in learning atomic structure chemistry received a good response.