Development of science modules assisted with augmented reality to improve science literacy of junior high school students

Iwan Wicaksono; Tivanka  Priti Hernanda; Zainur  Rasyid Ridlo; Sutarto; Indrawati

doi:10.59400/fes3175

Development of science modules assisted with augmented reality to improve science literacy of junior high school students

Iwan Wicaksono
Faculty of Teacher Training and Education, University of Jember, Jember 68121, Indonesia
Tivanka Priti Hernanda
Faculty of Teacher Training and Education, University of Jember, Jember 68121, Indonesia
Zainur Rasyid Ridlo
Faculty of Teacher Training and Education, University of Jember, Jember 68121, Indonesia
Sutarto
Faculty of Teacher Training and Education, University of Jember, Jember 68121, Indonesia
Indrawati
Faculty of Teacher Training and Education, University of Jember, Jember 68121, Indonesia

Article ID: 3175

DOI: https://doi.org/10.59400/fes3175

Keywords: augmented reality, development, module, respiratory system, science literacy

Abstract

This study aims to develop an augmented reality (AR)-assisted science learning module that is valid, practical, and effective in improving the science literacy of junior high school students. Science literacy enables students to understand scientific concepts, explain phenomena scientifically, and use scientific evidence to solve problems in everyday life. However, the level of science literacy among students in Indonesia is still relatively low, partly due to the use of conventional teaching materials that do not optimally utilize digital technology. Therefore, the development of technology-based teaching materials is needed to support more effective science learning. This research employed a research and development method using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The subjects were 28 students of class VIII A at State Islamic Junior High School 2 Jember. The research instruments consisted of expert validation sheets, learning implementation observation sheets, student response questionnaires, and pre-test and post-test to measure students’ science literacy improvement. The results showed that the AR-assisted science module obtained a validity score of 83% (very valid), a practicality score of 85% (very practical), and an effectiveness level indicated by an N-gain score of 0.71 (high category). Student responses reached 84% in the good category. These findings indicate that the AR-assisted science module is feasible and effective as an innovative teaching material to improve students’ science literacy on the topic of the human respiratory system.

Published

2025-11-14

How to Cite

Wicaksono, I., Priti Hernanda, T., Rasyid Ridlo, Z., Sutarto, & Indrawati. (2025). Development of science modules assisted with augmented reality to improve science literacy of junior high school students. Forum for Education Studies, 3(4). https://doi.org/10.59400/fes3175

Download Citation

Issue

Vol. 3 No. 4 (2025): In Progress

Section

Article

This work is licensed under a Creative Commons Attribution 4.0 International License.

References

[1]Mujriati A, Purwoko AA, Savalas LRT. A Systematic Review of Scientific Inquiry Research: Trends in Science Literacy and Critical Thinking (2016–2025). Current Educational Review. 2025; 1(3): 110–121. doi: 10.56566/cer.v1i3.404

[2]Guerrero G, Sjöström J. Critical Scientific and Environmental Literacies: A Systematic and Critical Review. Studies in Science Education. 2025; 61(1): 41–87. doi: 10.1080/03057267.2024.2344988

[3]Siregar MM, Joharis M, Nasution NM, et al. The Importance of Literacy in the World of Education: How Important Is Literacy Really. International Journal of Education Development. 2025; 2(2). doi: 10.61132/ijed.v2i2.297

[4]Muti’ah R, Ritonga M, Bangun B. Increasing the Human Development Index Through the Rural Community Literacy Improvement Program. Journal of Social and Political Sciences. 2022; 5(4): 44–54. doi: 10.31014/aior.1991.05.04.377

[5]Xie Y, Wang J, Li S, et al. Research on the Influence Path of Metacognitive Reading Strategies on Scientific Literacy. Journal of Intelligence. 2023; 11(5): 78. doi: 10.3390/jintelligence11050078

[6]Mujakir M, Nurmalahayati N, Safrijal S, et al. Efforts to Improve Scientific Literacy Capabilities in Indonesia: Systematic Literature Review. Online Learning Educational Research. 2024; 4(1): 49–59.

[7]Humairah LP, Wahyuni S. Development of a Digital Flipbook-based Science E-Module to Improve Science Literacy for Junior High School Students. School Journal of Education and Culture. 2022; 14(1): 26–34. doi: 10.24246/j.js.2024.v14.i01.p26-34

[8]Distrik IW, Ertikanto C, Purwati YS, et al. Digital Problem-Based Worksheet with 3D Pageflip: An Effort to Address Conceptual Understanding Problems and Enhance Digital Literacy Skills. Journal of Indonesian Science Education. 2024; 13(1): 116–127. doi: 10.15294/jpii.v13i1.48604

[9]Widyaningrum FA, Maryani I, Vehachart R. A Literature Study on Science Learning Media in Elementary School. International Journal of Learning Reform in Elementary Education. 2022; 1(1): 1–11. doi: 10.56741/ijlree.v1i01.51

[10]Almunawaroh NF, Steklács J. Curriculum Material Use in EFL Classrooms: Moderation and Mediation Effects of Teachers’ Beliefs and TPACK. Education Sciences. 2025; 15(12): 1647. doi: 10.3390/educsci15121647

[11]Asadpour M, Bakhshi MH, Mirzapour P, et al. The Motivational Role of Teachers: A Systematic Review of Key Factors Influencing Students’ Academic Motivation. Education and Information Technologies. 2025; 40(4): 133. doi: 10.1007/s10212-025-01039-0

[12]Hidayah N, Jailani. Development of E-Module for Mathematics Learning for Junior High School Students Based on Local Culture at the Van der Wijck Fort Complex to Improve Students’ Mathematical Reasoning Ability and Learning Interest. International Journal of Science and Mathematics Education. 2025; 2(3). doi: 10.62951/ijsme.v2i3.239

[13]Azrai EP, Rini DS, Kurnianto MB, et al. AR Sinaps: Augmented Reality Learning Media to Enhance Critical Thinking Ability. International Education Journal. 2023; 16(2): 109–122. doi: 10.17509/ije.v16i2.50329

[14]Ayaz E, Sarikaya R. The Effect of Engineering Design Based Science Teaching on Decision Making, Scientific Creativity and Design Skills of Classroom Teacher Candidates. Journal of Education in Science Environment and Health. 2021; 7(4): 309–328. doi: 10.21891/jeseh.961060

[15]Ardhita I, Khanafi I. The Role of Digital Tools in Teaching Science: A Comparative Study of Traditional and Technology-Enhanced Methods. International Journal of Mathematics Science Education. 2024; 1(2): 38–44. doi: 10.62951/ijmse.v1i2.91

[16]Abildinova G, Assainova A, Karymsakova A, et al. Transforming High School Education with Digital Tools: A Systematic Review. International Journal of Learning Teaching and Educational Research. 2024; 23(8): 668–694. doi: 10.26803/ijlter.23.8.34

[17]Syahid IM, Istiqomah NA, Azwary K. Addie and Assure Models in Developing Learning Media. Journal of International Multidisciplinary Research. 2024; 2(5): 258–268. doi: 10.62504/jimr469 (in Indonesian)

[18]Ismawati D, Fuadi DS. Development of Web-Based Learning Media to Improve Digital Literacy in Coastal Communities. International Journal of Research and Review. 2025; 12(2): 234–239. doi: 10.52403/ijrr.20250227

[19]Muskhir M, Luthfi A, Sidiq H, et al. Development of Augmented Reality Based Interactive Learning Media on Electric Motor Installation Subjects. International Journal of Informatics and Visualization. 2024; 8(4): 2097–2103. doi: 10.62527/joiv.8.4.2256

[20]Wahyuningsih A, Hikmat A. The Influence of the Project Based Learning Model on Elementary School Students' Science Learning Outcomes. Jurnal Ilmiah Universitas Batanghari Jamb. 2024; 24(1): 471–474. doi: 10.33087/jiubj.v24i1.4284 (in Indonesian)

[21]Suastika IK, Rahmawati A. Development of Mathematics Learning Modules with a Contextual Approach. Journal of Mathematics Education Indonesia. 2019; 4(2): 58–61. doi: 10.26737/jpmi.v4i2.1230 (in Indonesian)

[22]Hanggara Y, Qohar A, Sukoriyanto. The Impact of Augmented Reality-Based Mathematics Learning Games on Students’ Critical Thinking Skills. International Journal of Interactive Mobile Technologies. 2024; 18(7): 173–187.

[23]Doz D, Cotič M, Cotič N. Development of Mathematical Concepts through a Problem-Based Approach in Grade 3 Primary School Pupils. International Journal of Instruction. 2024; 17(3): 1–18. doi: 10.29333/iji.2024.1731a

[24]Ghufron S, Nafiah, Syahruddin, et al. The Effect of STAD-Type Cooperative Learning Based on a Learning Tool on Critical Thinking Ability in Writing Materials. International Journal of Instruction. 2023; 16(1): 61–84. doi: 10.29333/iji.2023.1614a

[25]Chetry DKK. Transforming Education: How AI Is Revolutionizing the Learning Experience. International Journal of Research Publication and Reviews. 2024; 5(5): 6352–6356. doi: 10.55248/gengpi.5.0524.1277

[26]Van Vo D, Simmie GM. Assessing Scientific Inquiry: A Systematic Literature Review of Tasks, Tools and Techniques. International Journal of Science and Mathematics Education. 2025; 23(4): 871–906. doi: 10.1007/s10763-024-10498-8

[27]Ersan O, Rodriguez MC. Socioeconomic status and science achievement: A multilevel analysis of TIMSS data. International Journal of Science Education. 2020; 42: 1–21.

[28]Eymur G, Seda P. Investigating the Role of an Inquiry-Based Science Lab on Students’ Scientific Literacy. Instructional Science. 2024; 52(5): 743–760. doi: 10.1007/s11251-024-09672-w

[29]Mustika RA, Fadly W, David M. Students’ Socio-Scientific Reasoning to Measure Decision-Making Ability Related to Sustainable Energy Issues. Journal of Innovation in Educational and Cultural Research. 2025; 6(1): 220–228. doi: 10.46843/jiecr.v6i1.2185

[30]Saputra MPA, Hidayana RA, Azahra AS. Utilizing Augmented Reality Media to Enhance Students’ Motivation and Spatial Thinking in 3D Geometry Learning. International Journal of Ethno-Sciences Education Research. 2025; 5(3): 94–100.

Editor-in-Chief

Dr. Surapati Pramanik

Nandalal Ghosh B.T. College, India

eISSN

3029-2956

Publication Frequency

Quarterly

Indexing

Polish Scientific Bibliography

About the Publisher

Academic Publishing insists on taking academic exchange and publication as the main line, carrying out comprehensive management based on science and technology, and fully exploring excellent international publishing resources. Within 5 years, it will form a strategic framework and scale with science (S), technology (T), medicine (M), education (E), and humanities and arts (H) as the main publishing fields. Academic Publishing is headquartered in Singapore and based in Malaysia, with the United States and China providing the main scientific and academic resources. At the same time, it has established long-term good cooperative relations with other publishing companies, scientific research communities, and academic organizations in more than a dozen countries and regions. Academic Publishing uses English and Chinese as its main publishing languages, mainly publishing books, journals, and conference papers in print and online. The vast majority of publications follow the international open access policy, providing stable and long-term quality and professional publications. With the joint efforts of the expert team and our professional editorial team, our publications will gradually be indexed by international databases in stages to provide convenient and professional retrieval for various scholars. At the same time, manuscripts we accept will be subject to the peer review principle, and cutting-edge and innovative research articles will be preferentially accepted for peer reference and discussion. All kinds of our publications are welcome for peer to contribute, access, and download.

more

Volume Arrangement

2025

2024

2023

Featured Articles

Diachronic analysis of Spanish scientific production on teaching methodologies in Primary Education: A scientometric and conceptual perspective (2000–2023)

The evaluation of science is essential to ensuring the quality, validity, and reliability of scientific results. Science needs to undergo a review process to ensure the rigorousness of scientific output. This evaluation provides a solid basis for political and economic decisions related to the design and execution of research projects, the establishment of new lines of research, or the identification of areas of specialization. This paper analyses diachronically the Spanish scientific production related to the implementation and development of teaching methodologies in primary education and indexed in the Scopus and Web of Science databases during the period 2000–2023. This analysis is carried out on the one hand, from a scientometric perspective, based on the analysis of indicators such as diachronic production, the journals with the highest scientific productivity, and the most productive institutions, and, on the other hand, from a conceptual perspective, trying to define its relationship with other areas of education. The general results of this study reveal two clear stages: the first, up to 2010, with little scientific production; and the second, from 2011 onwards, characterised by a general growth. The relationship between this field and others such as initial teacher training, ICT, and didactics is also evident.

The relationship between teachers’ self-efficacy and classroom management practices in secondary schools

This study explores the intricate relationship between teacher self-efficacy and classroom management practices in secondary schools in the Mansehra district of Pakistan. Teacher self-efficacy, defined as the belief in one’s ability to manage and influence classroom environments effectively, has been identified as a critical factor influencing both teaching performance and student outcomes. The research employed a mixed-method approach, gathering data from 62 teachers and 310 students using both online surveys (via Google Forms) and physical questionnaires to ensure a diverse and inclusive participant pool. Data analysis was conducted using two complementary tools: SPSS and Smart PLS. SPSS was used for descriptive statistics and inferential analyses, such as t-tests, chi-square tests, and measures of central tendency, to offer an overview of group differences and relationships between variables. Meanwhile, Smart PLS was employed for Partial Least Squares Structural Equation Modeling (PLS-SEM), a technique suited for complex models and smaller sample sizes. This method allowed for the analysis of both direct and indirect relationships between the study variables—teacher self-efficacy, teaching practices, and classroom management. The findings reveal a significant positive correlation between teacher self-efficacy and classroom management practices. Additionally, teaching practices were found to mediate this relationship, indicating that higher levels of self-efficacy not only directly improve classroom management but also enhance teaching performance, which in turn contributes to better-managed classrooms. These results suggest that interventions aimed at enhancing teacher self-efficacy can have far-reaching effects on educational outcomes. The study highlights the need for focused teacher development programs that foster self-efficacy, thereby improving classroom management, student engagement, and overall academic success.

Artificial Intelligence in education: A comprehensive study

This comprehensive study delves into the multifaceted role of AI in education, exploring its applications, benefits, challenges, and future implications. The purpose of the study is to show how AI in education helps educators identify gaps in student knowledge and provide targeted feedback to improve learning outcomes. As a methodology, the library method and the study and review of various documents have been used in this research. The study examines the diverse range of AI technologies employed in educational settings, including intelligent tutoring systems, personalized learning platforms, educational chatbots, and virtual reality simulations. Furthermore, the study delves into the numerous benefits that AI brings to education. It highlights how AI-powered analytics and data-driven insights enable educators to gain deeper insights into student learning patterns, identify areas for improvement, and tailor instructional strategies accordingly. Additionally, AI-driven tools promote inclusivity by providing personalized support to learners with diverse needs and learning styles. Despite its transformative potential, the study also acknowledges the challenges and ethical considerations associated with integrating AI into education. Data privacy, algorithmic bias, and the digital divide are examined in detail, emphasizing the importance of responsible AI deployment and ethical guidelines. Looking ahead, the study explores the future implications of AI in education and the evolving role of educators in AI-enabled classrooms. It discusses how AI technologies will continue to evolve, offering new opportunities for collaborative learning, skill development, and lifelong education. In conclusion, this comprehensive study underscores the profound impact of AI on education and the need for thoughtful implementation strategies that prioritize equity, inclusivity, and ethical considerations. By harnessing the potential of AI, education systems can better prepare learners for the challenges and opportunities of the future.

Enhancing adult learner success in higher education through decision tree models: A machine learning approach

This article explores the use of machine learning, specifically Classification and Regression Trees (CART), to address the unique challenges faced by adult learners in higher education. These learners confront socio-cultural, economic, and institutional hurdles, such as stereotypes, financial constraints, and systemic inefficiencies. The study utilizes decision tree models to evaluate their effectiveness in predicting graduation outcomes, which helps in formulating tailored educational strategies. The research analyzed a comprehensive dataset spanning the academic years 2013–2014 to 2021–2022, evaluating the predictive accuracy of CART models using precision, recall, and F1 score. Findings indicate that attendance, age, and Pell Grant eligibility are key predictors of academic success, demonstrating the strong capability of the model across various educational metrics. This highlights the potential of machine learning (ML) to improve data-driven decision-making in educational settings. The results affirm the effectiveness of Decision Tree (DT) models in meeting the educational needs of adult learners and underscore the need for institutions to adapt their strategies to provide more inclusive and supportive environments. This study advocates for a shift towards nuanced, data-driven approaches in higher education, emphasizing the development of strategies that address the distinct challenges of adult learners, aiming to enhance inclusivity and support within the sector.