Wikanti Pratiwi, Nur Qudus, Samsudin Anis

Development of a Learning Module for Road and Bridge Design Modeling with Augmented Reality Integration

Introduction

Development of a learning module for road and bridge design modeling with augmented reality integration. Develop an AR learning module for road & bridge design. Boosts vocational students' cognitive skills, proven feasible & effective compared to traditional teaching methods.

Abstract

The average learning outcomes of eleventh-grade students in 2024 indicate a disparity between psychomotor skills (88), which are higher, and cognitive skills (83). Augmented Reality (AR)-based learning is expected to have the potential to enhance the conceptual abilities of vocational high school students, who tend to be less developed than their psychomotor skills. The purpose of this study was to analyze the feasibility of the module, evaluate its effectiveness, and assess the improvement of students’ cognitive abilities. This research employed the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The findings revealed that the AR-based module was deemed feasible by both material experts and media experts, with a CVR value of 1. Of the 37 cognitive test items developed, 26 were found to be valid and used in the study, while 11 questions were excluded due to invalidity. The reliability coefficient of 0.854 indicated very high instrument consistency. Based on the N-Gain test, the experimental class recorded an improvement of 0.61 (moderately effective), while the control class achieved only 0.21 (ineffective). These results demonstrate that the AR-based module is more effective in enhancing students’ cognitive abilities compared to conventional learning methods.

Review

This study presents a timely and relevant investigation into the efficacy of an Augmented Reality (AR)-based learning module for enhancing the cognitive abilities of vocational high school students in road and bridge design modeling. Addressing a noted disparity between psychomotor and cognitive skills, the research aims to leverage AR's potential to improve conceptual understanding. Utilizing the robust ADDIE development model, the authors systematically analyzed the module's feasibility, effectiveness, and impact on cognitive learning outcomes. The core contribution lies in demonstrating that an AR-integrated approach can significantly foster deeper conceptual engagement in a domain traditionally demanding strong practical application, offering a promising pedagogical innovation. Methodologically, the study exhibits several strengths. The application of the ADDIE model provides a structured and comprehensive framework for development and evaluation. The module's feasibility, confirmed by expert review with a CVR value of 1, underscores its strong content and media design. Furthermore, the rigorous validation process for the cognitive test items, yielding a high reliability coefficient of 0.854 for the selected items, instills confidence in the measurement tools. The comparative N-Gain test results, clearly showing the experimental group's moderate effectiveness (0.61) against the control group's ineffectiveness (0.21), provide compelling quantitative evidence for the AR module's superior impact. However, the abstract could benefit from additional detail, such as the sample size for the experimental and control groups, which would allow for a more thorough assessment of the study's generalizability and statistical power. The findings offer significant implications for educational practice, particularly within vocational education settings. The demonstrated effectiveness of AR in improving cognitive abilities suggests that such modules can serve as a valuable tool to bridge the gap between practical skills and theoretical understanding, thereby creating more well-rounded learners. Moving forward, future research could explore the long-term retention of cognitive gains achieved through AR-based learning and investigate the transferability of these enhanced conceptual abilities to complex real-world design challenges. Additionally, a deeper dive into the specific aspects of cognitive abilities targeted, perhaps through a framework like Bloom's Taxonomy, and qualitative data on student engagement and perceptions would further enrich the understanding of AR's impact. Overall, this research provides strong empirical support for the integration of AR into curriculum development to enhance student learning outcomes.

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