Daniel Rinaldi, Wisnu Juli Wiono, B. Anggit Wicaksono, Anggreini

Perancangan Media Pembelajaran Augmented Reality Menggunakan Metode User Centered Design pada Topik Energi

Introduction

Perancangan media pembelajaran augmented reality menggunakan metode user centered design pada topik energi. Kembangkan media pembelajaran Augmented Reality (AR) EcoTurbine untuk topik energi dengan User-Centered Design. Usability tinggi (SUS 78.34), cocok bagi siswa SMA dalam pembelajaran biologi energi terbarukan.

Abstract

This study aims to develop an Augmented Reality (AR)-based learning media called EcoTurbine using the User-Centered Design (UCD) method and to evaluate its usability through the System Usability Scale (SUS). The research subjects were 77 senior high school students who had studied energy-related material and possessed basic smartphone skills. The development process followed the UCD stages, placing teachers and students at the center of the design to ensure that the resulting media aligned with user needs and characteristics. The evaluation yielded an average SUS score of 78.34, which falls within the acceptable category, with an adjective rating of good and grade C. These findings indicate that EcoTurbine is suitable as a supporting medium for biology learning on renewable energy topics, although limitations remain in terms of device compatibility and students’ initial adaptation to AR technology. This study provides empirical contributions by demonstrating the effectiveness of UCD in developing AR-based learning media and offering quantitative evidence of usability through SUS evaluation, which supports the enhancement of student engagement and motivation in learning.

Review

The paper "Perancangan Media Pembelajaran Augmented Reality Menggunakan Metode User Centered Design pada Topik Energi" presents a highly relevant study on the development and evaluation of an Augmented Reality (AR)-based learning medium, EcoTurbine, for senior high school students. Focusing on renewable energy topics, the research effectively addresses the growing need for innovative educational tools that leverage advanced technology to enhance learning experiences. The explicit use of the User-Centered Design (UCD) method from the outset signals a strong commitment to creating a tool genuinely aligned with user needs and characteristics, which is crucial for successful educational technology integration. Methodologically, the study systematically followed UCD stages, actively involving teachers and students throughout the design process to ensure the media's relevance and usability. The subsequent evaluation employed the widely recognized System Usability Scale (SUS) with a substantial sample of 77 high school students who possessed basic smartphone skills. The resulting average SUS score of 78.34, categorized as 'good' and 'acceptable' with a grade C, provides robust quantitative evidence for EcoTurbine's usability. This finding strongly supports the proposition that the AR medium is suitable as a supplementary tool for biology education on renewable energy topics, demonstrating the practical application of the developed system. The study makes valuable empirical contributions by showcasing the effectiveness of UCD in guiding the development of AR-based learning media and by providing concrete usability metrics through the SUS evaluation. These findings not only underscore the potential of EcoTurbine to enhance student engagement and motivation but also validate a robust design methodology for similar future endeavors. While the research candidly acknowledges limitations concerning device compatibility and the initial adaptation curve for AR technology among students, these represent important areas for future refinement and broader implementation strategies. Overall, this paper offers significant insights into designing effective AR-based educational tools, paving the way for more immersive and user-centric learning environments.

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