Implementing the ICARE model with AR-based e-modules on global warming to enhance students' self-efficacy
DOI:
https://doi.org/10.12928/jrkpf.v12i1.1231Keywords:
Augmented Reality, e-modules flipbook, physics learningAbstract
This study aims to analyze the profile and improvement of student self-efficacy by applying the ICARE learning model assisted by AR-based e-modules on global warming material. This study used a pre-experiment method with a one-group pretest-posttest design on grade X students. Data were collected using the Physics Learning Self-Efficacy (PLSE) questionnaire validated through reliability tests and factor analysis, with a Cronbach's Alpha value of 0.91. The initial profile of students' self-efficacy shows that the science content dimension has an average of 57%, while other dimensions, such as higher-order thinking, laboratory usage, scientific literacy, everyday application, and science communication, are each in the range of 60%. The results showed an average increase in the average student self-efficacy from -0.05 logits in the pretest to 0.86 logits in the posttest, with an average increase of 0.92 logits. The science content dimension experienced the highest increase of 1.70 logits. Integrating AR technology in the e-module facilitates the visualization of complex phenomena, such as the greenhouse effect and the melting of polar ice caps, making learning more interactive and meaningful. The results of this study indicate that the ICARE model assisted by AR e-modules effectively increases student self-efficacy, supports student-centered learning, and provides a more meaningful learning experience.
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