DEVELOPMENT OF AUGMENTED REALITY (AR) LEARNING MEDIA ON THE SUBJECT OF BASIC ELECTRONICS: BASIC CONCEPTS OF ELECTRICAL CURRENT FOR VOCATIONAL SCHOOL STUDENTS IN THE FIELD OF ELECTRONICS EXPERTISE
DOI:
https://doi.org/10.23969/jp.v11i01.43534Keywords:
Augmented Reality, Learning Media, Basic Concepts of Electric Current, Vocational High School (SMK), Assemblr EDU, MDLCAbstract
One of the causes of the lack of conceptual understanding of Vocational High School (SMK) students in the field of electronics expertise is the discrepancy between the passive way of delivering learning and the nature of student learning as a generation that prioritizes visual and digital. This has an impact on the low mastery of basic competencies of graduates, especially in understanding abstract and invisible material. One of the most affected materials is the basic concept of electric current, which is the main foundation for understanding advanced electronics materials. This study aims to create a learning media based on Augmented Reality (AR) with Assemblr EDU platform to visualize the basic concepts of electric current, as well as test its feasibility as a learning aid. The research method used is Multimedia Development Life Cycle (MDLC) which includes concept, design, material collection, creation, and testing. The data collection technique is done through validation from material experts, media experts, and student response questionnaires. The results showed that the AR learning media that was developed was quite feasible and able to help students understand the basic concepts of electric current in a more real, visual, and interactive way, in accordance with the characteristics of vocational learning.
Downloads
References
Billett, S. (2020). Perspectives on enhancing the standing of vocational education and the occupations it serves. Springer.
UNESCO-UNEVOC. (2021). TVET for the twenty-first century: The role of skills in a rapidly changing world. UNESCO-UNEVOC International Centre. https://unevoc.unesco.org/pub/21c_tvet_role_of_skills.pdf.
Alexander, C. K., & Sadiku, M. N. O. (2024). Fundamentals of Electric Circuits (8th ed.). McGraw-Hill Education.
Sari, R. P., & Setiawan, A. (2020). Identifikasi Kesulitan Belajar Konsep Dasar Listrik pada Siswa SMK. Jurnal Ilmiah Pendidikan Teknik Elektro, 5(2), 89–98.
Fadilah, S. N., & Samsudin, A. (2022). Identifikasi Miskonsepsi Siswa SMK pada Materi Listrik Dinamis Menggunakan Four-Tier Diagnostic Test. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 8(1), 1–10. https://doi.org/10.21009/1.08101.
We Are Social. (2025). Digital 2025: Global Overview Report. Meltwater. https://datareportal.com/reports/digital-2024-global-overview-report
APJII. (2023). Laporan Survei Internet APJII 2023: Penetrasi & Perilaku Pengguna Internet Indonesia.
Mayer, R. E. (2020).). Multimedia Learning (3rd ed.). Cambridge University Press.
Sweller, J. (2011). Cognitive load theory. In J. P. Mestre & B. H. Ross (Eds.), Psychology of learning and motivation (Vol. 55, pp. 37–76). Academic Press. https://doi.org/10.1016/B978-0-12-387691-1.00002-8.
Azuma, R. T. (1997). A survey of Augmented Reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385.
Ibáñez, M.-B., & Delgado-Kloos, C. (2018). Augmented Reality for STEM learning: A systematic review. Computers & Education, 123, 109–123.
Sutopo, H. (2012). Teknologi informasi dan komunikasi dalam pendidikan. Andi Offset.
Hsu, Y. (2020). The impact of Augmented Reality on high school students’ conceptual understanding and misconceptions in physics. Journal of Educational Technology & Society, 23(4), 245–260.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
