Effectiveness of AR–PhET and video–hands-on inquiry laboratory conditions for improving students’ analytical thinking in electromagnetic induction
DOI:
https://doi.org/10.12928/jrkpf.v13i2.2365Keywords:
Analytical Thinking Skills, Augmented Reality, PhET Interactive Simulations, Electromagnetic Induction, Laboratory InquiryAbstract
Developing students' analytical thinking skills in the context of electromagnetic induction requires learning experiences that bridge abstract concepts with observable evidence. This quasi-experimental study compares two laboratory-inquiry conditions at SMA Negeri 3 Langsa: (1) the use of Augmented Reality (AR) to observe initial phenomena, followed by PhET interactive simulations for inquiry-based activities; and (2) the use of instructional videos, followed by simple hands-on experiments. The instructional modules spanned two 90-minute sessions for each condition. Analytical thinking performance was assessed through pretest and posttest essay tasks and quantified using normalized gain (N-gain); group differences were analyzed using the Mann–Whitney U test. The mean N-gain was 0.78 for the AR–PhET condition and 0.44 for the video–hands-on condition, with a Mann–Whitney U test result of p = 0.001. While these findings indicate a difference between the two instructional approaches, the specific effect of AR cannot be isolated, as both the observation medium and the laboratory medium differed simultaneously. The study sample consisted of 60 students: 30 from Class XII.4 (Experimental Group 1) and 30 from Class XII.9 (Experimental Group 2).
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