Abdul Gani gani, Nasrullah, Irwan Yon Hadi, Sukranudin

Pemberdayaan Guru IPA melalui Pelatihan Pembuatan Media Pembelajaran Augmented Reality (AR)

Introduction

Pemberdayaan guru ipa melalui pelatihan pembuatan media pembelajaran augmented reality (ar). Pelatihan pemberdayaan guru IPA dalam membuat media Augmented Reality (AR) untuk inovasi pengajaran. Tingkatkan literasi teknologi, pedagogi, kualitas sains, dan keterlibatan siswa.

Abstract

This study explores the empowerment of science teachers through training in the development of Augmented Reality (AR)-based learning media, recognizing the increasing demand for innovative digital tools to improve teaching quality in science education. The objective was to enhance teachers’ technological literacy, pedagogical skills, and motivation to integrate AR into classroom practice. A quasi-experimental design was employed, combining quantitative and qualitative approaches. Data collection consisted of pre-test and post-test assessments to measure knowledge improvement, classroom observations to evaluate teacher engagement, and interviews to capture perceptions and experiences. Quantitative analysis indicated a substantial increase in teachers’ understanding and practical competence in designing AR learning materials. Participants successfully produced high-quality AR media aligned with curriculum objectives, demonstrating improved creativity and technological confidence. Qualitative findings supported these results, showing that teachers perceived AR as an effective tool for simplifying abstract science concepts, fostering student engagement, and encouraging active learning. Moreover, the training provided opportunities for collaborative professional development, creating a supportive environment for innovation. The study contributes to the growing body of literature on digital-based teacher development by providing empirical evidence of AR’s potential to transform instructional practices. It also suggests that future research should focus on long-term implementation, sustainable training models, and the impact of AR adoption on student learning outcomes.

Review

This study presents a highly relevant and timely exploration into empowering science teachers through training in Augmented Reality (AR) media development. In an educational landscape increasingly driven by digital innovation, the paper's objective to enhance teachers' technological literacy, pedagogical skills, and motivation to integrate AR is commendably aligned with contemporary needs. The abstract clearly articulates a mixed-methods, quasi-experimental approach, promising a comprehensive understanding of the intervention's impact. Overall, the research appears to offer a significant contribution to the field of teacher professional development, particularly concerning the effective adoption of cutting-edge educational technologies. The methodological rigor indicated by the combination of quantitative pre-test/post-test assessments and qualitative observations/interviews is a notable strength. The abstract highlights robust findings, including a substantial increase in teachers' understanding and practical competence in designing AR learning materials, leading to the successful production of high-quality, curriculum-aligned media. Qualitatively, the study reveals that teachers perceive AR as an effective tool for simplifying abstract concepts, fostering student engagement, and promoting active learning, while also facilitating collaborative professional development. These results convincingly demonstrate AR's potential to transform instructional practices and provide valuable empirical evidence for the growing literature on digital-based teacher empowerment. While the abstract provides a strong overview of the study's success, a full paper would benefit from greater detail on specific aspects. For instance, elaborating on the duration and structure of the training, the specific AR tools utilized, and the nature of the "high-quality AR media" produced would further strengthen the findings. Additionally, while the abstract points to future research on long-term implementation and student learning outcomes, deeper reflection on any challenges encountered by teachers during the initial adoption or development process, even if successfully overcome, would add valuable practical insights. Nevertheless, this research effectively lays the groundwork for understanding the immediate benefits of AR teacher training and strategically identifies critical avenues for future investigation to ensure sustainable and impactful integration into science education.

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