The implementation of authentic learning using a science pedagogical module based on augmented reality in science subjects for high school students
DOI:
https://doi.org/10.56294/saludcyt20262645Keywords:
Augmented Reality, Authentic Learning, Science Module, Learning Motivation, Learning OutcomesAbstract
This study investigates the implementation of authentic learning through the development of an Augmented Reality (AR)-based science pedagogical module for secondary school students. The module was designed to enhance students’ conceptual understanding and learning motivation through interactive mobile technology. A quasi-experimental design was employed involving experimental and control groups, with data obtained from tests, questionnaires, and expert validation. The AR-based module demonstrated high validity with an expert score of 88,3 % and received positive student responses with a satisfaction rate of 87,5 %. Students in the experimental group achieved substantial improvement, as reflected in post-test scores increasing from 66,92 to 87,50. Statistical analyses confirmed significant differences between groups, and regression results indicated that the module contributed 92,9 % to learning outcomes. These findings suggest that the AR-based science module is valid, practical, and effective in facilitating authentic learning through immersive and interactive educational experiences.
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Copyright (c) 2026 Abna Hidayati, Alwen Bentri, Eldarni, Rafiza, Nofra Arina, Nova Yulistina (Author)
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The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.
