DEVELOPMENT OF AUGMENTED REALITY FOR SPECIAL EDUCATION NEEDS (ARSEN) IN AN INCLUSIVE CLASSROOM TO ENHANCE STUDENTS’ SCIENTIFIC CONCEPTIONS ON HEAT

    Muhammad Zahran, - and Achmad Samsudin, - and Hera Novia, - (2025) DEVELOPMENT OF AUGMENTED REALITY FOR SPECIAL EDUCATION NEEDS (ARSEN) IN AN INCLUSIVE CLASSROOM TO ENHANCE STUDENTS’ SCIENTIFIC CONCEPTIONS ON HEAT. S1 thesis, Universitas Pendidikan Indonesia.

    Abstract

    Understanding scientific concepts in physics, especially the concept of heat, remains challenging for many students due to its abstract nature. This difficulty is more pronounced among students with special needs, who often encounter additional barriers in accessing inclusive and effective learning experiences. To address this issue, this study developed ARSEN (Augmented Reality for Special Education Needs), an AR-based learning media designed to enhance students’ conceptions of heat in inclusive classrooms. The study employed a development research methodology based on the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) involving 11 experts and 13 students. Six experts validated ARSEN’s content and construct, while five others evaluated the HCF-TT (Heat Concept Four-Tier Test) used to investigate students’ conceptions pre- and post-intervention. Instruments included ARSEN and HCF-TT validation sheets, the HCF-TT itself, and a student response sheet. Results showed that ARSEN is valid, practical, and effective as a learning media. Based on Many-Facet Rasch Measurement (MFRM) analysis, expert agreement reached 73% for content validity and 61% for construct validity across 45 indicators. The average practicality score was 3.34, classified as very practical (83%). Effectiveness was demonstrated through normalized change (N-change) scores ranging from 0.07 to 0.65, indicating varying degrees of conceptual improvement. In conclusion, ARSEN offers a promising approach for inclusive physics education. By integrating augmented reality with inclusive strategies, it provides interactive and accessible learning experiences that support students with special needs in grasping complex scientific concepts like heat.

    Konsep kalor dalam fisika bersifat abstrak sehingga sulit dipahami oleh banyak siswa, terutama mereka yang memiliki kebutuhan khusus. Hambatan dalam memahami materi ini menjadi tantangan dalam mewujudkan pembelajaran yang inklusif dan efektif. Untuk mengatasi hal tersebut, penelitian ini mengembangkan ARSEN (Augmented Reality for Special Education Needs), sebuah media pembelajaran berbasis augmented reality yang dirancang untuk membantu siswa memahami konsep kalor di kelas inklusi. Penelitian ini menggunakan model pengembangan ADDIE (Analysis, Design, Development, Implementation, and Evaluation) dan melibatkan 11 ahli serta 13 siswa. Enam ahli memvalidasi konten dan konstruk ARSEN, sedangkan lima ahli lainnya mengevaluasi instrumen HCF-TT (Heat Concept Four-Tier Test) yang digunakan untuk mengukur konsepsi siswa sebelum dan sesudah penggunaan ARSEN. Instrumen penelitian meliputi lembar validasi, HCF-TT, dan lembar respons siswa. Hasil analisis menggunakan Many-Facet Rasch Measurement (MFRM) menunjukkan bahwa ARSEN memiliki tingkat validitas konten sebesar 73% dan validitas konstruk sebesar 61% dari 45 indikator. Kepraktisan ARSEN memperoleh skor rata-rata 3,34 (sangat praktis, 83%). Efektivitas media ini terlihat dari skor perubahan ternormalisasi (N-change) siswa yang berkisar antara 0,07 hingga 0,65, mengindikasikan peningkatan konseptual yang bervariasi. Kesimpulannya, ARSEN merupakan media pembelajaran yang valid, praktis, dan efektif untuk mendukung pemahaman konsep kalor, khususnya bagi siswa berkebutuhan khusus di kelas inklusi. Integrasi augmented reality dengan strategi pembelajaran inklusif memberikan pengalaman belajar yang lebih interaktif dan mudah diakses.

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    Official URL: https://repository.upi.edu/
    Item Type: Thesis (S1)
    Additional Information: https://scholar.google.com/citations?user=VV6wldEAAAAJ&hl=en ID SINTA Dosen Pembimbing: Achmad Samsudin: 257767 Hera Novia: 6126827
    Uncontrolled Keywords: Augmented Reality, Special Education Needs, Enhancement of Scientific Conceptions, Conceptual Change, Many-Facet Rasch Measurement. Augmented Reality, Kebutuhan Khusus, Peningkatan Konsepsi Ilmiah, Perubahan Konseptual, Many-Facet Rasch Measurement.
    Subjects: L Education > L Education (General)
    L Education > LB Theory and practice of education
    Q Science > QC Physics
    Divisions: Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Program Studi Fisika - S1 > Program Studi Pendidikan Fisika
    Depositing User: Muhammad Zahran
    Date Deposited: 05 May 2025 06:32
    Last Modified: 05 May 2025 06:32
    URI: http://repository.upi.edu/id/eprint/132910

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