Enhancing High School Students’ Conceptual Understanding of Acid-Base Chemistry through Augmented Reality Modules
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Abstract
Understanding the acid-base concept requires grasping multiple representations. Augmented Reality (AR) technology has shown promise in enhancing students’ comprehension of chemical concepts. Accordingly, digital modules integrating AR features have been developed. This study aimed to create a valid and feasible AR-based acid-base concept module and assess its effectiveness in improving students’ conceptual understanding. The research followed a Research and Development framework, employing the ADDIE model as its methodological approach. A one-group pretest-posttest design evaluated the module’s effectiveness. Thirty second-grade high school science students, who had previously studied acid-base concepts, were selected through convenience sampling. Instruments included multiple-choice tests and questionnaires developed by the researchers. The module achieved a validation score of 87.65% and a gain index of 0.56, indicating high feasibility. Final product testing demonstrated a significant improvement in students’ conceptual understanding (Sig. 0.000 < 0.05). Students reported that the module greatly facilitated their learning and increased their interest in chemistry by integrating innovative technology. Feedback highlighted positive reactions to the engaging design, clear color schemes, and the overall ease of use, reflecting the module’s effectiveness in supporting meaningful and interactive learning of acid-base concepts.
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