The Effectiveness of an Augmented Reality-Integrated Physics Textbook on Students' Critical and Computational Thinking Skills
Keywords:
augmented reality; physics textbook; critical thinking; computational thinkingAbstract
The development of high-level thinking skills, especially critical thinking (CT) and computational thinking (CompT), is a major demand for 21st-century science education. However, conventional physics instruction often fails to optimise the development of these skills owing to the abstract nature of physics concepts and the limitations of technological pedagogical integration. This research aims to develop and evaluate an augmented reality-based physics textbook based on integration (ARI physics textbook) as well as test its effectiveness in improving students' CT and CompT skills. This research method uses a mixed-methods design. The qualitative approach is carried out through expert validation of textbooks and research instruments. The quantitative approach used a quasi-experimental one-group pre-test–post-test design involving 35 students of class X, purposively sampled from one of the public high schools in Makassar City, Indonesia. Data were collected using expert validation sheets, practicality questionnaires, and validated CT and CompT test instruments. The results showed that AR-based physics textbooks have a very high level of validity and practicality, with a significance of >0.001. Inferential analysis showed a significant improvement in the CT and CompT skills of students after the intervention, with the N-Gain in the ‘moderate’ category, and the Cohen’s effect size in the ‘large’ category for CT and the ‘very large’ category for CompT. These findings indicate that the integration of augmented reality is effective pedagogically as a cognitive catalyst in physics learning.
https://doi.org/10.26803/ijlter.25.7.38
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