The Development of 2-Dimensional Augmented Reality

Integrated Physics E-Book to Improve Problem Solving Skill

Veronika Yeni Setyo Tri Nugraheni1, a), Arshi Alfianti1, b), and Mundilarto2, c)
1
Master of Physics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta,
Yogyakarta, Indonesia
2
Department of Physics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta,
Yogyakarta, Indonesia
a)
Corresponding author: veronikayeni@student.uny.ac.id
b)
arshialfianti.2020@student.uny.ac.id
c)
mundilarto@uny.ac.id

Abstract. This study aims to: (1) produce an augmented reality integrated e-book product that is feasible to improve the
problem solving abilities of students in class XI SMA. (2) Knowing the improvement of students' problem solving
abilities after using an integrated augmented reality e-book of optical instrument materials in the classroom. Data
collection techniques consist of tests, questionnaires, observations, and documentation using instruments that support the
technique. Research subjects were selected by simple random sampling. The data were analyzed quantitatively based on
the results of the validation and analysis of pretest and posttest items. The results showed: (1) The augmented reality
integrated e-book is feasible to use based on the results of validation using Aiken V conducted by a very high category
validator. The validation value obtained is 0.92. (2) The improvement of problem solving ability was analyzed using
Normalized Gain. The improvement of problem solving ability got a score of 0.8 in the high category.

INTRODUCTION
Education is influential and plays an important role in human life, because education is a place that can be used
to improve human mindset. Education is a planned and conscious effort to explore the potential that exists in each
individual. In shaping human resources to become more qualified, it can only be done through education. Education
can be used as a provision for one's future to become a better person. In the digital era, science develops along with
technological developments.
Education includes various kinds of science, one of which is physics. Physics is a subject that requires a concrete
and abstract understanding of concepts [1]. The subject matter in physics is about natural phenomena, natural
symptoms and facts that occur in nature. So physics is necessary and important to study. The problem that often
arises and is experienced by students in learning is misconception when studying physics material. The reason is
that educators only teach abstract physics through classroom learning, are not equipped with an experimental
process in the laboratory (practicum) and utilize or use other media assistance such as the use of ICT-based learning
media (Information and Communication Technologies) or often referred to as the use of media-based learning
technology/ICT [2]. The subject that will be raised in this learning media is Optical Instruments material. The reason
for choosing this material besides being adapted to the curriculum at school, the Optical Instruments material often
causes confusion for students, for example in the process of forming final images related to special rays in ray
propagation in geometric optics [3].
In improving student understanding, learning resources that have a significant role are needed, one of which is
learning media. Learning media is very essential to produce a quality learning process [4]. Students who use
learning media in the learning process have a high interest in learning, so that the value of students increases [5].
However, the use of learning media in schools only focuses on cognitive aspects without being accompanied by
affective aspects such as technology, environment, religion, and social [6]. As a result, the material has not been
fully delivered in learning. Students explain that they are only able to memorize existing equations, but do not know
what kind of problems to apply them. Students also have difficulty when working on similar questions but the
quantities are known to be different, besides that students are also confused about explaining physical phenomena
that occur in everyday life.
At the moment information and communication technology is developing very rapidly, so that it has a major
impact on human life [7]. One form of technology integration that is mostly done in education is through the use of
e-books (electronic books) as one of the learning media. Electronic books (e-books) are books in electronic form
containing information that can be in the form of text and images equipped with animation and video and can be
applied using Android [8]. Digital books or also called e-books consist of text, images, and sound and are published
in digital form that can be read on computers or other electronic devices such as androids, or tablets [9]. This makes
e-books one of the more attractive and interactive learning media compared to printed books [10].
E-books provide opportunities for students to learn whenever they can and anywhere by using a smartphone to
be able to review learning information. In addition, by using e-books, the teacher's role is changed from being a
source of information to becoming a guide and facilitator. The role of students who were originally recipients of
information and knowledge shifted to a more positive role in participating in obtaining information and learning in
accordance with the principles of independent and continuous learning [10]. With e-books it is possible to learn
independently without relying on other parties (self-instruction), all required learning materials are included in the e-
book (self-contained), and there is no need to use other teaching materials (stand-alone) [11]. Learning using e-
books makes it easier for students to understand problems, so that they can help students learn problem solving.
Advances in technology offer the possibility of using mobile devices to enrich the learning environment with
multimedia content that includes audio-visual [12]. One of the renewable technologies that is experiencing
significant development at this time is Augmented Reality (AR) [13]. Augmented reality is often referred to as
bound reality [14]. Augmented Reality technology makes two-dimensional and three-dimensional virtual objects
appear real and explains that AR is a technology that utilizes mobile phones and allows students to interact with
digital information [15]-[17] which can develop and contribute to higher-order thinking skills. student height. The
method developed in Augmented Reality currently consists of two methods, namely Marker Based Tracking and
Marker Less Augmented Reality. Marker Based Tracking is a method that requires a marker which is generally a
black and white image. Marker less Augmented Reality is an Augmented Reality method where users no longer
need to use markers or images to display virtual objects directly [18].
Augmented reality technology is widely used in education to understand typical concepts such as physics [19].
The integration of augmented reality makes it easier for teachers to teach concepts interactively. Augmented reality
can also provide more interactivity that generates attention, motivation, thereby increasing the learning experience
of students [20]. In physics it is known that augmented reality plays an important role in understanding difficult
problems in physics. Because the use of augmented reality in physics is very helpful in visualizing the abstraction of
physics [21]. Augmented reality is interesting to use in learning because it is able to provide moving images or
virtual videos related to real objects that are scanned using a smartphone. With augmented reality developed, it
allows students to learn and understand material that cannot be explained with still images.
Video is a medium that contains moving audio and visual content so that this media is effective and efficient
when used as a learning medium [22]. Use of video by presenting information can be received by two sense sensors,
namely audio and visual [23]. Video has the advantage of being more interactive and fun, presenting procedural
steps that are easily accessible. Use of video as a learning medium can increase the value of students as indicated by
the achievement of minimum completeness criteria [22].
The selection of the right learning method during the learning process will make it easier for students to be able
to digest the material presented by the teacher so that student problem solving skills and creative thinking can be
improved. Appropriate alternative learning methods to support the 21st century and to meet the demands of the 21st
century with a STEM-based learning approach (Science, Technology, Engineering, and Mathematics [24]. STEM
(Science, Technology, Engineering, and Mathematics) is a learning method that aims to teach two or more STEM
subjects related to practice authentically in order to increase and motivate student interest in learning. The STEM
learning approach method creates problem-oriented learning in everyday life. Learning with a STEM approach can
train students to apply the knowledge gained in school to phenomena that occur in the real world. Success in
education can be measured not only by assessing how much students are able to think logically, but students who are
able to apply the knowledge gained to everyday life. Learning using E-books taught with the STEM method will
greatly affect learning outcomes. STEM learning can train students to apply knowledge to make designs as a way to
solve problems related to the environment by using technology [25].
 Based on these problems need to be solved through learning innovation. One of these innovations is the
development of an integrated 2-dimensional augmented reality e-book that can improve student problem-solving
skills on optical instrument materials. This innovation offers an independent learning method that is controlled by
educators (teachers) in online and offline learning with technology.

METHOD
The method used in this research is Research and Development (R&D) with a 4D model (define, design,
develop, and disseminate). The research was conducted in April 2021 at Senior High School 1 Sedayu. The research
subjects in this study were 34 students of class XI Senior High School 1 Sedayu. Research subjects were selected by
simple random sampling. This research consists of two stages, namely modeling and implementation. The modeling
stage and implementation stage use class XI MIPA 3.
The research instruments are divided into two, namely learning instruments and data collection instruments. The
learning instrument instruments consist of a Learning Implementation Plan and an integrated Augmented reality. E-
book. The data collection instrument consisted of instrument validation sheets and pretest-posttest questions for
problem-solving skills totaling 5 essay questions.
Data collection techniques consist of tests, questionnaires, observations, and documents in the photos and videos.
The test consists of pretest and posttest to determine the improvement of student problem solving abilities. The
questionnaire consists of an instrument validation sheet. Observations made before the research was conducted were
observing the state of the school and the learning process. Documentation is done to store research data. Data
analysis techniques consist of validation of research instruments, validity of data collection instruments, and analysis
of problem solving abilities.
In this research, the research instruments that were validated consisted of lesson plans, integrated Augmented
reality e-books, pretest questions, and posttest questions. The validation was carried out by three physics teacher .
The results of the validation of the lesson plans instrument, Augmented reality integrated e-book, pretest questions,
and posttest questions were analyzed using V Aiken. The steps to analyze it using equation 1.

V=
∑ r −l =
N (c −1) (1)
From the equation 1 it can be explained that r is the value given by the validator, l is the lowest number of
validity assessments, c is the highest number of validity assessments, and N is the number of validators. The value
of the V Aiken index calculation of an item can be categorized based on its index into three categories, namely high,
medium, and low. For the division of the index category V can be seen in Table.1.
TABLE 1. Categories of V
N
Index V Category
o
1 𝑉 ≤ 0.4 Low
2 0.4 < 𝑉 ≤ 0.5 Medium
3 𝑉 > 0.8 High

The test results of students were analyzed with N-gain (normalized gain) which aims to determine the magnitude
of the increase in learning outcomes and problem solving abilities of students from pretest to posttest. Equation 2 is
the N-gain formula with the increase category.
posttest score−pretest score
¿ g> =
maximum score−pretest score (2)
Based on the results of the analysis using the N-gain, the value will be obtained which will be converted using
the N-gain criteria table to determine the increase in the problem solving ability of students. For the distribution of
N-gain criteria, it can be seen in Table 2.
TABLE 2. N-Gain Category
No N-Gain Category
1 <g> ≥ 0.7 High
2 0.3 < <g> ≤ 0.7 Medium
 3 <g> ≤ 0.3 Low

RESEARCH RESULTS AND DISCUSSION

The augmented reality integrated e-book that was developed was then tested to measure students’ problem
solving skills. The developed e-book contains material on optical instruments. In the e-book there are two images
that become marker images, namely an eye image and a microscope. The augmented reality feature in the form of an
educational video is also equipped with an audio explanation of optical instruments in order to help students
understand the material. Fig 1 is an image of the e-book cover integrated with augmented reality.

FIGURE 1. Augmented Reality 2D Integrated E-Book View

The Learning Implementation Plan contains the learning steps that will be applied in the learning process. The
lesson plans include core competencies and basic competencies that follow the syllabus of the Revised 2013
curriculum. The indicators and learning objectives that have been made by the researcher are also included in the
lesson plans. The learning model used in this lesson plan is Discovery Learning with discussion, lecture, and
question and answer methods.
The Learning Implementation Plan was tested for feasibility by three validators before being used in the study.
Lesson plan validation is reviewed based on feasibility aspects. Based on the assessments of the three validators, the
index value of V Aiken is obtained with the average overall indicator getting 0.95 results in the very good category,
then the lesson plan developed is feasible to use.
Augmented reality integrated e-book contains material, sample questions, practice questions, and augmented
reality integrated videos that will be used in learning, namely optical instrument material. The e-book was tested for
feasibility by three validators before being used in the study. The validation of the augmented reality integrated e-
book is reviewed based on the feasibility aspects. Based on the assessments of the three validators, the index value
of V Aiken was obtained with an average overall indicator of 0.92 with a very good category, then the e-book
developed was feasible to use.
The assessment of the problem-solving ability test items is reviewed based on the material, construction, and
language aspects. Based on the assessment of the three validators, the V Aiken index value was obtained from 5
items of problem solving ability questions. Based on the data of the V Aiken index value for the overall item in the
interval 0.78-1, the problem-solving ability test that has been developed is valid according to expert judgment and
can be used.
The aspect studied in this augmented reality integrated e-book development research is about improving student
problem solving abilities. Measurement of improvement in problem solving ability is done by giving pre-test and
post-test questions before and after using augmented reality integrated e-books. The problem-solving ability
question contains 5 essay questions that have been validated by the validator and have been declared valid. Based on
the analysis using N-gain, it was found that all 34 students of class XI MIPA 3, totalling 34 students, had a high
value of increasing problem solving abilities.
The average problem-solving ability pre-test score was 40.3 while the problem-solving ability post-test average
was 85.1. Based on the analysis using the N-gain of the two scores, the result of an increase in the problem solving
ability of students is 0.8. This value is in the interval (<𝑔>) ≥ 0.7 so that it is included in the high category. This data
illustrates that the use of augmented reality integrated e-books can improve student problem solving abilities. The
comparison of the average pre-test and post-test scores of problem solving abilities using an integrated augmented
reality e-book is shown in Fig 3.

FIGURE 3. Average Comparison Graph

Based on the results of the analysis, the results obtained that the increase in problem solving abilities of students
has a high category. This is because when working on the pretest questions, students do not understand the optical
instrument material at all, besides that the form of the questions is also essay so that students have difficulty in
working on the questions. At the time of doing the posttest students already know and understand the material of
optical instruments so that students can work on the questions. Learning using augmented reality integrated e-books
allows students to learn on their own at home. Because in the e-book there is a video that can be viewed
independently by students. This video makes it easier for students to understand the material. In addition, in the e-
book there are also problem-solving exercises that can be done by students. This exercise is also equipped with a
discussion. Based on the above discussion, augmented reality integrated e-books can be used with appropriate
categories for learning activities, so as to improve the problem solving abilities of students with high criteria.

CONCLUSION
Based on the results of learning innovations and analysis of the findings during the implementation of modeling
and implementation, the following conclusions are obtained. (1) The augmented reality integrated e-book is feasible
to use based on the results of the validation using Aiken V conducted by the validator with a very high category. The
validation value obtained is 0.92. (2) The improvement of problem solving ability was analyzed using Normalized
Gain. The improvement of problem solving ability got a score of 0.8 in the high category.

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