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Development of AR-assisted socio-scientific issue e-modules on the circulatory system to enhance students’ health literacy and critical thinking
Abstract
Despite the emphasis on integrating critical reasoning and health literacy in 21st-century biology education, current learning practices remain teacher-centered, dominated by low-order assessments, and unsupported by contextual, technology-enhanced materials, creating a gap between curricular expectations and students’ actual competencies. This study developed an Augmented Reality (AR)-based e-module with Socio-Scientific Issues (SSI) approach on the circulatory system to enhance health literacy and critical reasoning skills of grade XI students. The urgency arose from findings at SMA Negeri 1 Depok showing teacher-centered biology learning, low health literacy, LOTS-dominated evaluation, and conventional e-modules lacking SSI and AR integration. Using the ADDIE model, the e-module was validated by two experts and a biology teacher, then tested through quasi-experimental non-equivalent control group design with 72 students (36 experimental, 36 control) at SMAN 1 Depok Sleman. Data were analyzed using descriptive statistics and Mann-Whitney test. Results showed the AR-based SSI e-module: (1) integrated SSI features with AR video animation technology, (2) met acceptable validity from expert judgment, (3) was practical for teaching circulatory system, and (4) effectively improved health literacy (N-Gain 0.41) and critical reasoning (N-Gain 0.70) with significant differences between groups (p < 0.05). This study transformed biology learning from teacher-centered to student-centered while optimizing productive gadget use to shape critical-thinking Pancasila Student Profiles, opening opportunities for content expansion, advanced AR technologies integration, and sustainable 21st-century biology learning innovation.
Abstrak. Meskipun pendidikan biologi abad ke-21 menekankan integrasi penalaran kritis dan literasi kesehatan, praktik pembelajaran yang berlangsung masih berpusat pada guru, didominasi oleh asesmen berpikir tingkat rendah, serta belum didukung oleh bahan ajar kontekstual berbasis teknologi, sehingga menimbulkan kesenjangan antara tuntutan kurikulum dan kompetensi aktual siswa. Penelitian ini mengembangkan modul e-learning berbasis Augmented Reality (AR) dengan pendekatan Isu Sosial-Ilmiah (SSI) tentang sistem peredaran darah untuk meningkatkan literasi kesehatan dan keterampilan berpikir kritis siswa kelas XI. Kebutuhan mendesak ini muncul dari temuan di SMA Negeri 1 Depok yang menunjukkan pembelajaran biologi yang berpusat pada guru, literasi kesehatan yang rendah, evaluasi yang didominasi oleh LOTS, serta modul e-learning konvensional yang tidak mengintegrasikan SSI dan AR. Menggunakan model ADDIE, e-module ini divalidasi oleh dua ahli dan seorang guru biologi, kemudian diuji melalui desain quasi-eksperimental dengan kelompok kontrol non-ekuivalen melibatkan 72 siswa (36 eksperimental, 36 kontrol) di SMAN 1 Depok Sleman. Data dianalisis menggunakan statistik deskriptif dan uji Mann-Whitney. Hasil menunjukkan bahwa e-modul SSI berbasis AR: (1) mengintegrasikan fitur SSI dengan teknologi animasi video AR, (2) memenuhi validitas yang dapat diterima berdasarkan penilaian ahli, (3) praktis untuk pengajaran sistem peredaran darah, dan (4) secara efektif meningkatkan literasi kesehatan (N-Gain 0,41) dan penalaran kritis (N-Gain 0,70) dengan perbedaan yang signifikan antara kelompok (p < 0,05). Studi ini mengubah pembelajaran biologi dari berpusat pada guru menjadi berpusat pada siswa sambil mengoptimalkan penggunaan gadget yang produktif untuk membentuk profil siswa Pancasila yang kritis, membuka peluang untuk perluasan konten, integrasi teknologi AR canggih, dan inovasi pembelajaran biologi abad ke-21 yang berkelanjutan.
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