EXPLORING AUGMENTED REALITY ON ASTRONOMY EDUCATION: CONCEPTUAL KNOWLEDGE, MOTIVATION, AND LEARNING ATTITUDE

Abstract

Many developing countries, including Indonesia, have  large populations but limited resources for conducting high-quality astronomy learning, especially for science club students. The main goal of this study is to create low-cost, augmented reality (AR) astronomy learning and analyze the effects on students’ conceptual understanding, motivation, and learning attitude. This study uses quasi-experimental design (non-equivalent control group) with a purposive sampling design for 10-11 grade senior high school students who join the science club. A total of 17 participants were   in the control group, while 16 students in the experimental group used AR technology. The test instruments consist of 10 questions about conceptual knowledge, 9 items about motivation, and 7 items about learning attitude. The result showed there was no significant difference in students' conceptual knowledge and motivation in both the control and experimental groups (F(1,30)=0.069, P-value > 0.05). However, students’ conceptual knowledge and motivation in the experimental group increased significantly before and after the learning process using AR technology (P-value (0.0089) < 0.05, which did not happen in the control group ((P-value (0.20) > 0.05). The result also indicated positive attitudes from students whose astronomy lessons were taught via AR technology. AR-aided astronomy teaching positively contributes to students’ achievement, motivation, and attitudes toward the course. Thus, positive outcomes can also be achieved via AR technology in different courses.

Keywords: augmented reality, solar system, conceptual knowledge, motivation, learning attitude