The Effect of Augmented Reality Integrated Traditional Games Nglarak Blarak to Improve Critical Thinking and Graphical Representation Skills
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| Title: | The Effect of Augmented Reality Integrated Traditional Games Nglarak Blarak to Improve Critical Thinking and Graphical Representation Skills |
|---|---|
| Language: | English |
| Authors: | Fajar Kurnianto, Anggi Datiatur Rahmat (ORCID |
| Source: | Pegem Journal of Education and Instruction. 2024 14(2):340-346. |
| Availability: | Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: https://www.pegegog.net/index.php/pegegog |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Grade 10 |
| Descriptors: | Computer Simulation, Educational Technology, Critical Thinking, Graphs, Skill Development, Learning Activities, Game Based Learning, Physics, Foreign Countries, Science Education, High School Students, Grade 10 |
| Geographic Terms: | Indonesia |
| ISSN: | 2146-0655 2148-239X |
| Abstract: | Learning activities related to students' real-life experiences may create meaningful learning. Integrating traditional games into the physics classroom can reconstruct local knowledge into scientific knowledge. The use of technology can affect student learning achievement. One of the technologies currently attracting attention is Augmented reality (AR). This study investigates the impact of AR-integrated traditional games Nglarak Blarak on students' critical thinking and graphical representation skills. In this study, a quasi-experimental design was used, consisting of 62 10th junior high school students. Class A completed the "work and energy" concept of their physics learning using AR technology, while class B used PowerPoint and textbooks. Class A students had higher critical thinking and graphical representation skills scores than those in class B. In addition, it was found that the critical thinking and graphical representation skills of students in class A who used AR technology showed a significant correlation. The results of this study can be used as a reference for integrating technology and indigenous knowledge in physics learning. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1420945 |
| Database: | ERIC |
| Abstract: | Learning activities related to students' real-life experiences may create meaningful learning. Integrating traditional games into the physics classroom can reconstruct local knowledge into scientific knowledge. The use of technology can affect student learning achievement. One of the technologies currently attracting attention is Augmented reality (AR). This study investigates the impact of AR-integrated traditional games Nglarak Blarak on students' critical thinking and graphical representation skills. In this study, a quasi-experimental design was used, consisting of 62 10th junior high school students. Class A completed the "work and energy" concept of their physics learning using AR technology, while class B used PowerPoint and textbooks. Class A students had higher critical thinking and graphical representation skills scores than those in class B. In addition, it was found that the critical thinking and graphical representation skills of students in class A who used AR technology showed a significant correlation. The results of this study can be used as a reference for integrating technology and indigenous knowledge in physics learning. |
|---|---|
| ISSN: | 2146-0655 2148-239X |
