Augmented reality-assisted biology E-module with PBL-reading concept mapping: Development and its effect on student collaboration
Abstract
This study aims to develop an Augmented Reality-assisted e-module integrated with a Problem-Based Learning-Reading Concept Mapping (PBL-Remap) to improve students’ collaboration skills. This research employed a research and development (R&D) approach using the Lee and Owens model, which consists of five stages: assessment/analysis, design, development, implementation, and evaluation. High school students were involved as trial subjects. At the same time, material experts, media experts, and Biology Education practitioners served as validators to assess the quality and feasibility of the augmented reality-assisted e-module. The research instruments were a validation questionnaire to assess the validity and feasibility, and a collaboration skills observation sheet. The study found that the e-module, supported by augmented reality and integrated with the PBL-Remap model, was valid, practical, and effective in improving students’ collaboration skills. Furthermore, the developed augmented reality-assisted e-module was deemed highly valid and practical for use in learning. Thus, the augmented reality-assisted e-module, integrated with problem-based learning and reading concept mapping, is worth implementing as an effective learning innovation to develop students’ collaboration skills. We hope that further researchers can expand this research to a wider scope of materials and implementation across other 21st-century skills.
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DOI: https://doi.org/10.17509/aijbe.v9i1.97346
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