Arif Hidayat, Yeri Sutopo, Nur Qudus

Enhancing Vocational Students’ Cognitive Skills in Computer Networking Through Augmented Reality

Introduction

Enhancing vocational students’ cognitive skills in computer networking through augmented reality. Enhance vocational students' computer networking cognitive skills with AR-based learning media. R&D study validates high feasibility, effectiveness, & improved learning outcomes.

Abstract

This study aimed to develop and evaluate Augmented Reality (AR)-based learning media to enhance students’ cognitive abilities at State Vocational High School (SMK Negeri) 2 Pati, particularly in the subject of Computer Networking and the Internet. The research was motivated by low student achievement in meeting the Minimum Mastery Criteria (KKTP), which was primarily attributed to the continued reliance on traditional teaching methods and low student motivation. A research and development (R&D) approach was employed using the ADDIE model. The resulting AR media is an Android application that integrates text, audio, images, animations, interactive 3D objects, and simulations, and is in accordance with the Merdeka Curriculum. Expert evaluations showed a very high level of feasibility, with ratings of 94% from a subject matter expert and 91% from a media expert. These results were further supported by Aiken’s V index, which indicated very high validity for the material (0.921) and high validity for the media (0.881). A practicality test was conducted, revealing a high level of effectiveness, with a 94% approval rating from both teachers and students. Moreover, a pretest–posttest control group design demonstrated significant progress in learning outcomes. The experimental group achieved an average post-test score of 83.75, significantly higher than the control group’s 73.60. Based on the N-Gain test, the experimental group achieved an average gain of 65.52% (moderately effective), whereas the control group achieved only 38.75% (ineffective). This study contributes to the theories of learning transfer, connectivism, and heutagogy, and offers practical implications for vocational education in adopting innovative technologies.

Review

This study addresses a critical challenge in vocational education: the low student achievement and motivation in computer networking, stemming from traditional teaching methods. The authors propose an innovative solution by developing and evaluating Augmented Reality (AR)-based learning media, specifically an Android application, tailored for vocational students at SMK Negeri 2 Pati. Employing a robust Research and Development (R&D) approach, specifically the ADDIE model, the study's primary objective was to enhance students' cognitive abilities by integrating diverse multimedia elements such as text, audio, 3D objects, and simulations, all aligned with the Merdeka Curriculum. The clear problem statement and well-defined objectives provide a strong foundation for the research. The methodological rigor of the study is commendable, evident in its multi-faceted evaluation process. Expert evaluations from both subject matter (94%) and media (91%) specialists confirmed a "very high" level of feasibility for the AR application. These findings were further substantiated by strong validity scores (Aiken’s V index: material 0.921, media 0.881). Crucially, the practical application of the AR media received overwhelming approval, with 94% from both teachers and students, indicating high perceived effectiveness. The most significant finding pertains to learning outcomes: a pretest–posttest control group design revealed a statistically significant improvement in the experimental group, with an average post-test score of 83.75 compared to the control group's 73.60. While the N-Gain test categorized the experimental group's progress as "moderately effective" (65.52%), it still significantly outperformed the "ineffective" control group (38.75%), unequivocally demonstrating the AR media's positive impact on cognitive skills. Beyond its immediate practical benefits, this research offers valuable theoretical contributions by linking AR-based learning to concepts of learning transfer, connectivism, and heutagogy, suggesting a framework for understanding how such innovative tools foster deeper and more autonomous learning. The practical implications for vocational education are substantial, advocating for the adoption of cutting-edge technologies to modernize curricula and engage students more effectively. While the "moderately effective" N-Gain score suggests there might still be room for optimizing the AR content or instructional strategies to achieve even higher gains, the study provides compelling evidence for the efficacy of AR in enhancing cognitive skills in a specific, applied domain. Future research could explore the long-term retention of knowledge and skills, as well as the scalability of this AR solution across different vocational subjects and contexts. This well-executed study serves as an excellent model for technology integration in educational settings.

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