DEVELOPMENT OF AUGMENTED REALITY BASED PHYSICS LEARNING MEDIA ON NEWTON’S LAWS TO REMEDIATE MISCONCEPTIONS AMONG PRE-SERVICE PHYSICS TEACHERS
DOI:
https://doi.org/10.30631/6fxy1m03Keywords:
Augmented Reality, misconception remediation, Newton LawAbstract
Physics learning often encounters challenges, particularly in visualizing, illustrating, and connecting abstract concepts with real-world phenomena. This study aims to examine the theoretical and practical feasibility, as well as the effectiveness, of Augmented Reality (AR) based learning media in remediating students’ misconceptions of Newton’s Laws. The research employed a research and development (R&D) approach using the ADDIE model. The participants were fifth-semester students in a Physics Education program. Data were collected using validation questionnaires, response questionnaires, and three-tier multiple-choice diagnostic tests. Qualitative analysis was conducted to examine feedback and suggestions from expert validators, lecturers, and students, while quantitative analysis was used to analyze validation scores, response data, and effectiveness test results. The expert validation results indicate that the developed AR-based media is valid and feasible for implementation. Lecturer and student responses were categorized as very good, with respective percentages of 86.72% and 89%. In addition, the diagnostic test results revealed a substantial reduction in misconceptions from pretest to posttest, with misconception rates decreasing to 71.3% at Tier 1, 45% at the combined Tier 1 and Tier 3, and 27.73% across all tiers. The effectiveness test further showed that only 1–3 students (12.5%) continued to exhibit misconceptions. These findings indicate that the AR-based learning media developed in this study is highly effective in remediating students’ misconceptions of Newton’s Laws
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