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Abstract
Pendahuluan: Media pembelajaran berbasis Augmented Reality saat ini menjadi sebuah keniscayaan teknologi yang dapat memotivasi peserta didik untuk mampu menstimulasi daya pikir mereka dengan mengunakan pengetahuan yang sudah mereka pelajari di dunia nyata. Studi ini bertujuan untuk memberikan pelatihan kepada guru sekolah dasar mengenai pentingnya media pembelajaran berbasis teknologi yang dikhususkan pada Augmented Reality (AR) dalam proses pembelajaran di tingkat sekolah dasar. Metode: Ceramah, tanya jawab, demonstrasi, dan simulasi. Hasil: Para guru untuk mempelajari lebih dalam lagi mengenai AR dan aplikasi teknologi lainnya untuk mengembangkan kemampuan mereka dalam literasi teknologi. Kesimpulan: Kebutuhan akan model pembelajaran berbasis teknologi, seperti misalnya AR menjadi sebuah tantangan baru bagi pendidikan saat ini. Oleh karenanya itu, para guru perlu dilatih untuk meningkatkan keterampilan teknologinya yang bertujuan untuk kualitas pembelajaran di kelas.
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© 2022 Oleh authors. Lisensi Jurnal Solma, LPPM-Uhamka, Jakarta. Artikel ini bersifat open access yang didistribusikan di bawah syarat dan ketentuan Creative Commons Attribution (CC BY) license. (http://creativecommons.org/licenses/by/4.0/).
References
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- Moreno-Guerrero, A.-J., García, S. A., Navas-Parejo, M. R., Campos-Soto, M. N., & García, G. G. (2020). Augmented reality as a resource for improving learning in the physical education classroom. International ,. Journal of Environmental Research and Public Health, 17(10), 1–13. https://doi.org/10.3390/ijerph17103637
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References
Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5–11. https://doi.org/10.3102/0013189X025004005
Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385.
Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented reality trends in education: A systematic review of research and applications. Educational Technology & Society, 17(4), 133–149. https://doi.org/https://cutt.ly/2yX0dDW
Bertalanffy, L. V. (1968). General systems theory. George Braziller.
Carmigniani, J., & Furht, B. (2011). Augmented Reality: An overview. In B. Furht (Ed.), Handbook of Augmented Reality (pp. 3–46). Springer. https://doi.org/10.1007/978-1-4614-0064-6
Hsu, T. C. (2017). Learning English with Augmented Reality: Do learning styles matter? Computers and Education, 106, 137–149. https://doi.org/10.1016/j.compedu.2016.12.007
Johnson, L., Smith, R., Levine, A., & Haywood, K. (2010). The 2010 Horizon report:Australia – New Zealand edition. The New Media Consortium.
Kamphuis, C., Barsom, E., Schijven, M., & Christoph, N. (2014). Augmented reality in medical education? Perspectives on Medical Education, 3(4), 300–311. https://doi.org/10.1007/s40037-013-0107-7
Kesim, M., & Ozarslan, Y. (2012). Augmented reality in education: current technologies and the potential for education. Procedia-Social and Behavioral Sciences, 46, 297–302. https://doi.org/10.1016/j.sbspro.2012.06.654
Knobelsdorf, M. (2015). The theory behind theory-computer science education research through the lenses of situated learning. International Conference on Informatics in Secondary Schools., 12–21.
Lai, A.-F., Chen, C.-H., & Lee, G.-Y. (2019). An augmented reality-based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory. British Journal of Educational Technology, 50(1), 232–247. https://doi.org/10.1111/bjet.12716
López-Belmonte, J., Moreno-Guerrero, A.-J., López-Núñez, J.-A., & Hinojo-Lucena, F.-J. (2023). Augmented reality in education. A scientific mapping in Web of Science. Interactive Learning Environments, 31(4), 1860–1874. https://doi.org/10.1080/10494820.2020.1859546
Majeed, Z. H., & Ali, H. A. (2020). A review of augmented reality in educational applications. International Journal of Advanced Technology and Engineering Exploration, 7(62), 20–27.
Moreno-Guerrero, A.-J., García, S. A., Navas-Parejo, M. R., Campos-Soto, M. N., & García, G. G. (2020). Augmented reality as a resource for improving learning in the physical education classroom. International ,. Journal of Environmental Research and Public Health, 17(10), 1–13. https://doi.org/10.3390/ijerph17103637
Pathak, H. (2011). Organizational change. Pearson
Preston, A., Balaam, M., Seedhouse, P., Kurhila, S., Kotilainen, L., Rafiev, A., Jackson, D., & Olivier, P. (2015). Can a kitchen teach languages? Linking theory and practice in the design of context-aware language learning environments. Smart Learning Environments, 2(9), 2–19. https://doi.org/10.1186/s40561-015-0016-9
Ramadhan, A. D., Permanasari, A. E., & Wibirama, S. (2022). Gamification opportunity in Augmented Reality-based learning media: A review. 2022 2nd International Conference on Intelligent Cybernetics Technology and Applications, ICICyTA 2022, 117–122. https://doi.org/10.1109/ICICyTA57421.2022.10037922
Shour, R. (2020). Entropi 1865, 2019 update. Accessed on 16 February 2024 from https://www.researchgate.net/publication/338828543_Entropy_1865_2019_update
Sungkur, R. K., Panchoo, A., & Bhoyroo, N. K. (2016). Augmented reality, the future of contextual mobile learning. Interactive Technology and Smart Education, 13(2), 123–146. https://doi.org/10.1108/ITSE-07-2015-0017
Wu, H.-K., Lee, S. W.-Y., Chang, H.-Y., & Liang, J.-C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49. https://doi.org/10.1016/j.compedu.2012.10.024
Zhang, J., Sung, Y.-T., & Chang, K.-E. (2014). The development and evaluation of an augmented reality-based armillary sphere for astronomical observation instruction. Computers & Education, 73, 178–188. https://doi.org/10.1016/j.compedu.2014.01.003