Textbook enriched with video augmented

reality: Contextual in motion concept

learning in junior high school
Cite as: AIP Conference Proceedings 2320, 020054 (2021); https://doi.org/10.1063/5.0037614
Published Online: 02 March 2021

Fauzi Bakri, Wahyuni, Andreas Handjoko Permana, and Dadan Sumardani

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AIP Conference Proceedings 2320, 020054 (2021); https://doi.org/10.1063/5.0037614 2320, 020054

© 2020 Author(s).
 Textbook Enriched with Video Augmented Reality:
Contextual in Motion Concept Learning in Junior High
School
Fauzi Bakri1,a), Wahyuni1, Andreas Handjoko Permana1, and Dadan Sumardani2
1
Physics Education Study Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Jakarta,
Jakarta, 13220, Indonesia
2
Global Master Program of Teaching Profession, Teachers College, National Chiayi University, Taiwan, No. 300
Syuefu Rd., Chiayi City 60004, Taiwan
a)Corresponding author: fauzi-bakri@unj.ac.id

Abstract. There are many misconceptions in learning natural science in junior high school. The use of video media can
reduce misconceptions. Video media will make the concepts learned more contextual. This article will describe the results
of research and development of junior high school science books enriched with video media based on Augmented Reality
technology so that learning is more contextual. The research used the Dick & Carey model of research and development
(R&D) method. Product feasibility is tested using a questionnaire by experts. Questionnaires were developed to test the
feasibility of the material, the feasibility of the media and the feasibility of learning. The results of the material feasibility
test were 81.29%, with very good or very complete interpretations. Media feasibility is 93.57% with very good or very
complete interpretation. The feasibility of learning 83.78% with very good or very complete interpretation. It can be
concluded that the resulting textbook products received appropriate interpretations to support the contextual learning
process of the concept of motion.

INTRODUCTION
The science concept in junior high school is developed in an integrative science. Integrative science combines the
domain of attitudes, knowledge, and skills in the learning process [1,2]. Integrated material presentation can improve
the quality of human resources [3]. The concept of science is needed to form scientific competence. The scientific
learning implements scientific steps in learning [4]. Students are trained to be skilled in observing, measuring,
classifying, drawing conclusions, and communicating findings [5].
Many science materials in junior high school are abstract. Abstract material will cause misconceptions in students
[6-8]. Misconceptions in science learning are very diverse and stratified [9]. Contextual exposure will reduce
misconceptions in learning [10]. Contextual learning is presented in multiple representations [11]. The concept of
movement in junior high school is very abstract, there are many misconceptions [12,13]. Strategies must be developed
to identify and reduce misconceptions [14].
The students must be trained to think systematically, logically and critically. In science, the process of discovery
and engineering applying scientific procedures is one solution [15]. In order for the concepts to be studied to be
meaningful, students must carry out cognitive processes that build relationships between information elements in the
concept [16]. The scientific approach and character planting greatly affect the cognitive, affective and psychomotor
abilities of students [17]. The use of animation and video media is very supportive of scientific learning [18,19].
Animations and videos can display models that can build metacognitive abilities that guide and motivate students in
building their understanding [20].
The application of augmented reality technology in printed learning media can improve the quality of the learning
process [21]. The use of augmented reality technology can create an interactive and fun learning environment, which

The 9th National Physics Seminar 2020

AIP Conf. Proc. 2320, 020054-1–020054-5; https://doi.org/10.1063/5.0037614
Published by AIP Publishing. 978-0-7354-4064-7/$30.00

020054-1
can help increase student interest and motivation [22]. Augmented reality has the potential to attract, inspire, and
motivate students [23]. The use of augmented reality in printed books will facilitate students to interact with 3-
dimensional media. Students will be interested in book content, so that it can help them understand the learning
material presented [24,25].
The use of augmented reality in science books will reduce misconceptions in science learning. This article will
describe the results of research and development that resulted in junior high school science textbooks equipped with
Augmented Reality-based media.

METHOD
This Research and Development uses the model proposed by Walter Dick and Lou Carey (2015). This is based on
Borg and Gall's statement that the appropriate education development model to use is the Dick and Carey model [26].
The validation instrument used in the form of a five-scale continuum questionnaire with expert respondents to assess
the feasibility of the material, learning stages, and instructional media books. The research stages developed from the
Dick and Carey model are:
x Stage 1. Identify basic competencies regarding the concept of motion to be achieved in science learning in
SMP;
x Stage 2. Analyze learning materials based on basic competencies regarding the concept of motion and
formulate learning indicators;
x Stage 3. Identify the material concept of motion based on the prerequisite knowledge and knowledge that
students must acquire in learning to be developed in the book;
x Stage 4. Formulate science learning objectives about the concept of motion that the book will develop.
x Stage 5. Develop a learning assessment instrument about the concept of motion
x Stage 6. Develop a learning strategy in the book that will be developed so that the book is presented
contextually and scientifically. Identifying the parts that will be developed based on augmented reality
technology.
x Stage 7. Developing science materials in textbooks that are presented contextually and scientifically with
augmented reality technology-based support media.
x Stage 8. Conduct a formative evaluation of the book produced. The evaluation was carried out by expert
judgment using a five-scale continuum questionnaire instrument. The expert will assess the feasibility of the
science material presented, the feasibility of the learning stages in the book, and the feasibility of the book as
a learning medium.
x Stage 9. Make revisions based on the results of formative evaluation to improve the resulting book.

RESULTS AND DISCUSSION

Product Result
The resulting product is in the form of a junior high school science text book which is equipped with video based
on augmented reality technology. In the book there are stages of scientific learning. Students are directed to analysis
material in accordance with learning objectives.
The initial section of the book displays the basic competencies that will be developed and the formulation of
instructional objectives that students will achieve after reading the book. Students are expected to understand the
objectives they will get after studying this book. The initial section is also equipped with a map of the material that
will be presented in the book. This material map will show the linkages and details of the material presented in the
book. With the material map, students will get an overview of the science concepts that they will learn in the book.
At the bottom of the material map, there is a quick response code (QR-code) symbol to activate the augmented
reality application. By scanning the QR-code symbol using an android smartphone, the augmented reality application
will read. Once it is read, there will be a confirmation for the program installation process on the scanner smartphone.
Smartphones that have the augmented reality program installed will cause three-dimensional impressions or videos if
they are used to scan augmented reality markers available in the book section.

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 (a) (b)
FIGURE 1. The beginning of the book: Basic Competencies, Instructional Objectives and Material Maps

The description of the science material begins with a study of the concept of motion in physics. After the concept
of motion is understood, it continues to the concept of motion in plants and animals. The concept of motion in animals
is continued by means of motion and how these tools work so that animals experience movement. This highly abstract
material is complemented by a video based on augmented reality technology.
Each subsection of the SMP IPA book is equipped with augmented reality-based videos, material and keyword
descriptions, sample questions, practice questions, activities, scientific activities, which are discussed in the form of
augmented reality-based videos, summaries, and competency tests. The description of the material begins with a case
that is presented verbally, equipped with pictures. For abstract material, images are presented as augmented reality
markers. If the image is scanned with a smartphone that has the augmented reality program installed from the QR-
code at the beginning of the chapter, the image will display a video showing the concept being learned.

(a) (b)
FIGURE 2. (a) example of marker image in book (b) example of augmented reality video displayed on smartphone

FIGURE 2 (a) shows the image displayed in the book. The images displayed in this book serve as markers for
videos stored in augmented reality applications. If the image is scanned using a smartphone that has an augmented
reality application installed, a video will appear on the smartphone as shown Fig. 2 (b). Figure 2 (b) will show a
running tiger, to run it can be seen how the movement of the limb bones in the tiger. The bones are moved by muscles
attached to the bones. The connections between the bones will show the joints.

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 Formative Evaluation Product
The natural science textbook has been successfully developed and continued on the test stage by experts on the
feasibility of the material, the feasibility of the stages as a learning textbook medium, and the feasibility of the learning
stage. The material feasibility test is carried out to assess the feasibility of the natural science material that has been
carried out integrated in physics and biological studies. The media feasibility test is conducted to assess the feasibility
of the resulting media as a learning textbook. The learning feasibility test is conducted to assess the feasibility of the
learning stages presented in the science textbook as scientific learning materials. The results of the due diligence can
be seen in the. Following TABLE 1.
TABLE 1. Results of Feasibility Test for Junior High School Science Textbook for Motion Concept Material
No. Test Component Mean Score Interpretation
1. Natural Science material 89.5% Very good
2. Learning Textbook Media 93.5% Very good
3. Instructional Stages 83.8% Very good

From the data in TABLE 1., the average due diligence result of the three experts gets a percentage of 89% with a
“very feasible” interpretation. Therefore, the book developed can be declared to have met the requirements as scientific
learning material in science material. With this book, it is hoped that science learning activities will no longer be
difficult learning but can be fun learning. Scientific mindset in scientific literacy will become new habits that please
students.

Discussion
Overall, the resulting science book has presented science material contextually [1], scientifically [5] and multiple
representation [11] which is integrated in scientific literacy [20]. Science material is presented with techniques that
are in accordance with the learning methods of junior high school students. The narrative material is complemented
by pictures, graphics, tables, and AR videos. The use of video media based on augmented reality technology makes it
easier to understand the concept of science being studied [18,21,22]. The material descriptions are presented
contextually to train students to think scientifically to improve their scientific literacy skills. Verbal representations,
pictures, tables, graphics, and AR videos are intended to support scientific learning activities. Each presentation of
abstract concepts is supported by AR videos so that students are able to process abstract concepts into concepts that
can be accepted by their mindset.
The video media shown makes it easy for students to simulate abstract natural science concepts into observable
concepts. They come to understand how the relationship between the process of motion and the means of motion.
They can observe the role of bones and muscles as means of movement. Students can distinguish between active and
passive motion tools.
The use of augmented reality technology used has made it easier for students to learn. The marker only acts to
activate smartphone videos that already have an augmented reality application. Videos that are already active will
continue to air on smartphones without having to scan a marker. The video does not use internet data quota.

CONCLUSIONS
Science textbooks for motion concept material have received very good assessments on the material components,
learning textbook media and at the learning stages carried out. Books have been presented contextually. Augmented
reality video media makes the abstract material real to be studied. It can be concluded that learning textbooks are
equipped with videos based on augmented reality technology to present the concept of motion in junior high schools
contextually. This book can be declared worthy as a learning textbook in junior high schools.

ACKNOWLEDGMENT
The authors acknowledge the funding of UNJ's Leading Research Competitive Research the Institute for Research
and Community Service (LPPM) Universitas Negeri Jakarta, Contract No. 15 / KOMP-UNJ / LPPM / V / 2020

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