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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 0000-0002-5174-892x), Heru Kuswanto
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
FullText Text:
  Availability: 0
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  Data: The Effect of Augmented Reality Integrated Traditional Games Nglarak Blarak to Improve Critical Thinking and Graphical Representation Skills
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  Data: <searchLink fieldCode="AR" term="%22Fajar+Kurnianto%22">Fajar Kurnianto</searchLink><br /><searchLink fieldCode="AR" term="%22Anggi+Datiatur+Rahmat%22">Anggi Datiatur Rahmat</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5174-892x">0000-0002-5174-892x</externalLink>)<br /><searchLink fieldCode="AR" term="%22Heru+Kuswanto%22">Heru Kuswanto</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Pegem+Journal+of+Education+and+Instruction%22"><i>Pegem Journal of Education and Instruction</i></searchLink>. 2024 14(2):340-346.
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  Data: 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
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  Data: 7
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  Label: Abstract
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  Data: 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.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 340
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Science Education
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