Lidiastuti, Arinda Eka (2025) Development problem-based learning assisted by augmented reality to improve critical thinking skills, argumentation, biological knowledge, and attitude toward augmented reality in high school students / Arinda Eka Lidiastuti. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
This study systematically reviews the integration of Augmented Reality (AR) in science education focusing on its trends advantages challenges and practical applications. Over the past decade AR has gained prominence as a tool for enhancing teaching and learning by visualizing complex and abstract scientific concepts. The review analyzed 47 studies published between 2013 ndash 2023 primarily sourced from Scopus following PRISMA guidelines. The findings revealed a steady increase in AR-related research since 2017 with higher education being the most explored level followed by primary and secondary education. Smartphones were identified as the most commonly used AR devices due to their accessibility and affordability. AR offers significant benefits including improved student motivation critical thinking and academic performance along with immersive and interactive learning experiences. It supports diverse pedagogical approaches such as experiential inquiry-based and project-based learning effectively addressing abstract topics in science education. Practical applications include AR-basedanatomy lessons molecule simulations and virtual experiments which make learning more engaging and accessible. Despite its advantages challenges persist. These include technical difficulties such as device incompatibility cyber sickness and high costs as well as pedagogicalbarriers like limited teacher expertise and content availability. Addressing these issues requires investments in teacher training adaptive AR interfaces and the development of cost-effective and user-friendly systems. AR holds transformative potential for science education by fostering engagement and 21st-century skills. However its implementation must consider technical cognitive and institutional challenges. Future research should explore innovative solutions to enhance usability reduce costs and expand AR s integration into various educational contexts ensuring sustainable and impactful adoption. The study underscores AR s role in bridging gaps in traditional science education promoting 21st-century skills like critical thinking and problem-solving. It highlights the need for interdisciplinary collaboration in AR development and emphasizes the importance of evidence- based strategies for sustainable integration in educational practices.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology Q Science > QH Natural history > QH301 Biology |
| Divisions: | Fakultas Matematika dan IPA (FMIPA) > Departemen Biologi (BIO) > S3 Pendidikan Biologi |
| Depositing User: | library UM |
| Date Deposited: | 27 May 2025 04:29 |
| Last Modified: | 01 Apr 2026 04:12 |
| URI: | http://repository.um.ac.id/id/eprint/391816 |
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