Development of Augmented Reality in Wetlands Context on Global Warming Material to Enhance Students’ Conceptual Understanding and Motivation

lasiani lasiani; Isnaini Agus Setiono

doi:10.20527/bipf.v13i3.23892

Development of Augmented Reality in Wetlands Context on Global Warming Material to Enhance Students’ Conceptual Understanding and Motivation

lasiani lasiani, Isnaini Agus Setiono

Abstract

The development of a wetland-context Augmented Reality (AR) learning media for global warming was conducted to address low student understanding and motivation in environmental science. This study aims to assess the validity, practicality, and effectiveness of the AR media (GLOWET-AR) in enhancing conceptual understanding and learning motivation among high school students. Using a Research & Development (R&D) approach, a limited pilot test was carried out involving expert validation, pretest-posttest evaluation of concept understanding and motivation (with N-Gain metrics), and a user response questionnaire. Findings reveal that GLOWET-AR is valid, effective, and practical. Expert validation averaged 92.5% categorized as highly appropriate. Conceptual understanding improved with an average N-Gain of 0.71, categorized as high, while learning motivation also increased with an average N-Gain of 0.62, categorized as medium. Student responses to the media were highly positive, with an average response rate of 89%, categorized as very good. Implications include recommending authentic local contexts in AR media development for other subjects, alongside technical and pedagogical support for educators. Despite the positive outcomes, the limited scale of the pilot test implies that these effects may not be fully generalizable across diverse student populations.

Keywords

Augmented reality; Conceptual understanding; Global warming; Student motivation; Wetland

Full Text:

PDF

References

Agustin, S., Nurmaliza, N., Sastra, A., Meliza, W., & Loviya, M. (2021). Identifikasi motivasi belajar siswa kelas xii ipa pada mata pelajaran fisika di sma negeri 10 kota jambi. Media Penelitian Pendidikan : Jurnal Penelitian Dalam Bidang Pendidikan Dan Pengajaran, 15(1), 7–13. https://doi.org/10.26877/mpp.v15i1.7105

Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11.

Aksit, O. (2025). High school students’ knowledge and risk perceptions of climate change: the role of an elective environmental science course.

Journal of Research in Science, Mathematics and Technology Education, 8(SI), 27–52. https://doi.org/10.31756/jrsmte.412si

Alkhabra, Y. A., Ibrahem, U. M., & Alkhabra, S. A. (2023). Augmented reality technology in enhancing learning retention and critical thinking according to STEAM program. Humanities and Social Sciences Communications, 10(1), 1–10. https://doi.org/10.1057/s41599-023-01650-w

Amores-Valencia, A., Burgos, D., & Branch-Bedoya, J. W. (2022). Influence of motivation and academic performance in the use of Augmented Reality in education. A systematic review. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1011409

Arikunto, S. (2006). Prosedur Penelitian: suatu pendekatan praktik. Rineka Cipta.

Billinghurst, M., Clark, A., & Lee, G. (2015). A survey of augmented reality. foundations and trends® in Human–Computer Interaction, 8(2–3), 73–272. https://doi.org/10.1561/1100000049

Dar, S. A., & Dar, J. A. (2024). Linking carbon storage with land use dynamics in a coastal Ramsar wetland. Science of the Total Environment, 932(April), 173078. https://doi.org/10.1016/j.scitotenv.2024.173078

Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning. In Handbook of Research on Educational Communications and Technology (pp. 735–745). Springer New York.

https://doi.org/10.1007/978-1-4614-3185-5_59

Eliza, N., Tandililing, E., & Hidayatullah, M. M. S. (2022). Analisis kemampuan pemahaman konsep fisika terhadap minat dan motivasi belajar peserta didik pada materi usaha dan energi kelas x di sma negeri 6 pontianak. Jurnal Inovasi Penelitian Dan Pembelajaran Fisika, 3(1), 43. https://doi.org/10.26418/jippf.v3i1.49183

Godoy Jr, C. H. (2021). Augmented reality and gamification : A framework for developing supplementary learning tool. International Journal of Computing Sciences ResearchInternational Journal of Computing Sciences Research, 5(1), 595–612. https://doi.org/10.25147/ijcsr.2017.001.1.63

Hadiapurwa, A., Ali, M., Ropo, E., & Hernawan, A. H. (2024). Trends in climate change education studies in the last ten years: A systematic literature review. Mimbar Ilmu, 29(1), 32–45. https://doi.org/10.23887/mi.v29i1.70400

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809

Hapsari, G. P. P., & Zulherman, Z. (2021). Pengembangan media video animasi berbasis aplikasi canva untuk meningkatkan motivasi dan prestasi belajar siswa. Jurnal Basicedu, 5(4), 2384–2394. https://doi.org/10.31004/basicedu.v5i4.1237

Johnson-glenberg, M. C. (2018). Immersive vr and education : Embodied design principles that include gesture and hand controls. Frontiers in Robotic and AI, 5(July), 1–19. https://doi.org/10.3389/frobt.2018.00081

Kurup, P. M., Levinson, R., & Li, X. (2021). Informed-decision regarding global warming and climate change among high school students in the united kingdom. Canadian Journal of Science, Mathematics and Technology Education, 21(1), 166–185. https://doi.org/10.1007/s42330-020-00123-5

Lasiani, L., Syahmani, Salam, A., Mahtari, S., & Setiono, I. A. (2025). Development of an e-module based on authentic learning in the context of wetlands f or archimedes ’ principle material. Pillar Of Physics Education, 1(1), 339–347.

Li, G., Luo, H., Chen, D., Wang, P., Yin, X., & Zhang, J. (2025). Augmented reality in higher education: A systematic review and meta-analysis of the literature from 2000 to 2023. Education Sciences, 15(6), 678. https://doi.org/10.3390/educsci15060678

Mitsch, W. J., & Gosselink, J. G. (2015). Wetlands (5th ed.). Wiley.

Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45(3), 255–287. https://doi.org/10.1037/h0084295

Richard, L. M., & Fiorella. (2021). The Cambridge Handbook of Multimedia Learning (R. E. Mayer & L. Fiorella (eds.); 3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781108894333

Shaghaghian, Z., Burte, H., Song, D., & Yan, W. (2024). An augmented reality application and experiment for understanding and learning spatial transformation matrices. Virtual Reality, 28(1), 1–21. https://doi.org/10.1007/s10055-023-00904-x

Sugiyono. (2008). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Alfabeta.

Suryawirawati, I. G., Ramdhan, B., & Juhanda, A. (2018). Analisis penurunan miskonsepsi siswa pada konsep pemanasan global dengan tes diagnostik ( two-tier test ) setelah pembelajaran. Journal Of Biology Education, 1(1), 93–105.

Syamsiyah, J., & Novarinda, S. (2024). Climate change camp: Metode peningkatan kesadaran generasi muda dalam beradaptasi dan memitigasi perubahan iklim. Jurnal SEMAR (Jurnal Ilmu Pengetahuan, Teknologi, Dan Seni Bagi Masyarakat), 13(1), 2745–4223.

Tang, Z., Wang, D., Tian, X., Bi, X., Zhou, Z., Luo, F., Ning, R., & Li, J. (2024). Exploring the factors influencing the carbon sink function of coastal wetlands in the Yellow River Delta. Scientific Reports, 14(1), 1–15. https://doi.org/10.1038/s41598-024-80186-8

Teixeira, Z., Morgado, R., Marques, C., Gonçalves, C., Carvalho, P., Cunha, A., & Moreira, C. (2024). What children know and want to know about climate change: a prior-knowledge self-assessment. Environmental Education Research, 30(12), 2246–2271. https://doi.org/10.1080/13504622.2024.2309581

Törmänen, T., Ketonen, E., Lehtoaho, E., Turunen, M., Zabolotna, K., Shubina, T., & Järvenoja, H. (2025). Situational motivation in academic learning: A Systematic review. Educational Psychology Review, 37(2). Springer US. https://doi.org/10.1007/s10648-025-10036-0

Zuo, R., Wenling, L., & Xuemei, Z. (2025). Augmented reality and student motivation: a systematic review (2013-2024). Journal of Computers for Science and Mathematics Learning, 2(1), 38–52. https://doi.org/10.70232/jcsml.v2i1.23

DOI: http://dx.doi.org/10.20527/bipf.v13i3.23892