Inovasi AR pada materi redoks: Mengintegrasikan konsep kimia dengan prinsip green chemistry

Ramlah Ramlah, Sitti Fatimah Ramadhani, Putri Sarera Surbakti, Achmad Rante Suparman, Murtihapsari Murtihapsari, Muhammad Fajar Islam, Yona Lesti Aling

Abstract

Penelitian ini bertujuan mengembangkan dan menguji kelayakan media pembelajaran kimia berbasis Augmented Reality (AR) pada materi reaksi redoks yang diintegrasikan dengan prinsip Green Chemistry dalam kerangka Education for Sustainable Development (ESD). Metode yang digunakan adalah Research and Development (R&D) dengan model pengembangan Spiral–Waterfall yang meliputi tahapan analisis tujuan, identifikasi risiko, perancangan, pengembangan, dan iterasi. Kelayakan media dinilai melalui uji validitas Aiken’s V dan reliabilitas Intraclass Correlation Coefficient (ICC). Hasil analisis menunjukkan tingkat validitas sangat tinggi dengan nilai Aiken’s V antara 0,80–0,95 pada aspek materi, tampilan, interaktivitas, dan pedagogis. Temuan penelitian mengungkapkan bahwa uji coba terbatas pada peserta didik menghasilkan tingkat kepuasan sebesar 82,35% (kategori sangat baik), meskipun nilai reliabilitas ICC berada pada kategori sedang (0,527). Disimpulkan bahwa media AR yang dikembangkan layak dan diterima dengan baik sebagai sarana visualisasi konsep redoks sekaligus efektif dalam menumbuhkan kesadaran peserta didik terhadap prinsip keberlanjutan lingkungan. Hasil ini berimplikasi pada penguatan inovasi digital dalam pendidikan kimia berbasis ESD.

 

AR innovation in redox materials: Integrating chemical concepts with the principles of green chemistry

 

Abstract: This study aims to develop and evaluate the feasibility of Augmented Reality (AR)-based chemistry learning media for redox reaction topics, integrated with Green Chemistry principles within the Education for Sustainable Development (ESD) framework. The research employed a Research and Development (R&D) approach using the Spiral–Waterfall model, which includes goal analysis, risk identification, design, development, and iteration phases. Media feasibility was assessed through Aiken’s V validity testing and Intraclass Correlation Coefficient (ICC) reliability analysis. The results indicated very high validity, with Aiken’s V scores ranging from 0.80 to 0.95 across content, visual, interactivity, and pedagogical aspects. Key findings revealed that limited field testing with students achieved an 82.35% satisfaction rate (very good category), despite an ICC reliability score in the moderate category (0.527). It is concluded that the developed AR media is feasible and well-received as a tool for visualizing redox concepts while effectively fostering students' awareness of environmental sustainability principles. These findings contribute to the advancement of digital innovation in ESD-based chemistry education.

Keywords

Augmented Reality; reaksi redoks; Green Chemistry; ESD; media pembelajaran

Full Text:

Fulltext PDF

References

Al-Seadi, H. L., Sabti, M. Z., & Taain, D. A. (2021). GC-MS analysis of Papaya leaf extract (Carica Papaya L.). IOP Conference Series: Earth and Environmental Science, 910(1). https://doi.org/10.1088/1755-1315/910/1/012011

Anastas, P. T., & Eghbali, N. (2010). Green chemistry: principles and practice. Chemical Society Reviews, 39(1), 301–312.

Audina, A., & Muchtar, Z. (2024). Development of interactive learning media based augmented reality android technology application on redox reaction materials Jurnal Teknologi Pendidikan : 9(1), 35–42.

Azwar, S. (2012). Reliabilitas dan validitas. Pustaka Pelajar.

Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2020). Augmented Reality trends in education: A systematic review of research and applications. Educational Technology & Society, 23(3), 1–17.

Burmeister, M., Rauch, F., & Eilks, I. (2012). Education for sustainable development (ESD) and chemistry education. Chemistry Education Research and Practice, 13(2), 59–68.

Cai, S. et al. (2021). Effects of AR on science learning. Journal of Science Education.

Cheng, K.-H. (2014). Augmented reality in science learning. Computers & Education.

Creswell, J. W. (2014). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4 (ed.)). SAGE Publications.

Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. SAGE.

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design. SAGE Publications.

Dunleavy, M. (2014). Design of AR learning. Educational Technology Research.

Eilks, I. (2015). Sustainable chemistry education. Chemistry Education Research.

Farid, F. (2022). Pengembangan media pembelajaran kimia E-chembond berbasis android pada submateri ikatan kimia. Universitas Sultan Ageng Tirtayasa.

Garzon, J. (2020). AR effectiveness meta-analysis. Educational Research Review.

Gilbert, J. K., & Treagust, D. (2009). Visualization in science education. Springer.

Ibanez, M. B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning. Computers & Education, 123, 109–123.

Johnstone, A. H. (1993). The development of chemistry teaching. Oxford.

Keller, J. M. (2009). Motivational design for learning and performance: The ARCS model approach. Springer Science & Business Media.

Koo, T. K., & Li, M. Y. (2016). A guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of Chiropractic Medicine, 15(2), 155–163.

Makransky, G. (2019). Immersive learning research. Educational Psychology Review.

Makransky, G., & Petersen, G. B. (2021). Immersive VR and learning outcomes. Educational Psychology Review.

Martin, F., & Betrus, A. K. (2019). Digital media for learning. Digital Media for Learning. Https://Doi. Org/10.1007/978-3-030-33120-7.

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis. SAGE.

OECD. (2019). Future of Education and Skills 2030.

Putra, G. M. C. (2024). Development of augmented reality media based on Assemblr Edu to enhance the learning outcomes. Research and Development in Education (RaDEn), 4(2), 924–939.

Radianti, J., & others. (2020). A review of AR in education. Computers & Education.

Radu, I. (2014). Augmented reality in education: A meta-review. Educational Technology Research and Development.

Retnawati, H. (2016). Analisis kuantitatif instrumen penelitian (panduan peneliti, mahasiswa, dan psikometrian). Parama publishing.

Rieckmann, M. (2017). Education for sustainable development goals: Learning objectives. UNESCO publishing.

Santos, M. et al. (2016). Augmented Reality as multimedia. Computers in Human Behavior.

Sirakaya, M., & Sirakaya, D. A. (2018). AR in science education. Education and Information Technologies.

Sudjana, N. (2021). Dasar dasar proses belajar mengajar. Sinar Baru Algensindo.

Sugiyono. (2016). Metode penelitian kunatitatif kualitatif dan R&D. Alfabeta, Bandung.

Sugiyono, S. (2019). Metode penelitian pendidikan. Alfabeta.

Sun, P., Tsai, R. J., Finger, G., & Chen, Y. (2008). What drives a successful e-Learning ? An empirical investigation of the critical factors influencing learner satisfaction. 50, 1183–1202. https://doi.org/10.1016/j.compedu.2006.11.007

Suparman, A. R., Murtihapsari, M., Astari, B.F., Ramlah, R., & Faisal, F. (2025). Development of augmented reality media based on Assembler Edu on molecular geometry. QUANTUM: Jurnal Inovasi Pendidikan Sains, 16(1), 52–63. http://dx.doi.org/10.20527/quantum.v16i1

Taber, K. S. (2013). Chemical misconceptions. Royal Society of Chemistry.

UNESCO. (2017). Education for sustainable development goals. UNESCO.

Wals, A. E. J. (2015). Beyond unreasonable doubt: Education and learning for socio-ecological sustainability in the anthropocene. Environmental Education Research, 21(7), 1031–1047. https://doi.org/10.1080/13504622.2015.1050080

DOI: https://doi.org/10.20961/jdc.v10i1.114081

Refbacks

  • There are currently no refbacks.