Augmented Reality-Based Renewable Energy Concept Learning to Improve Students^ Mental Model Hendri Saputra, Dona Mustika, Emmi Vorience
Universitas Samudra
Abstract
The objective of this study was to investigate students^ mental models through augmented reality-based learning on renewable energy concepts. The study employed a quasi-experimental method with a nonequivalent control group design. The sample consisted of 46 tenth-grade students, divided into an experimental group of 23 students and a control group of 23 students at a high school in Langsa, Aceh. The instrument used was a cognitive test comprising 6 essay questions designed to assess the level of students^ understanding of their mental models. Data analysis on students^ mental models utilized an Independent Sample T-Test, normalized N-Gain, and descriptive analysis for students^ response data.The results of the data analysis, using normalized Gain percentages, revealed that (1) changes in students^ mental models in the experimental class predominantly shifted from a synthetic mental model level before the intervention to a more dominant scientific mental model level after the intervention. This finding demonstrates that augmented reality-based learning positively impacts students^ mental models. (2) Augmented reality-based learning significantly enhances students^ mental models. This is evident from the comparison of the average N-Gain scores between the experimental and control classes. The average N-Gain score for the experimental class was 0.82, categorized as high, while the control class scored 0.38, categorized as moderate. After the intervention, students in the experimental class exhibited a higher level of scientific mental models compared to students in the control class, whose mental models remained at the synthetic level after the intervention.
Keywords: Augmented Reality, N-Gain, Model Mental, Renewable Energy
