Implementing ARVi media to enhance students high order cognitive skills
DOI:
https://doi.org/10.22219/jpbi.v10i2.32446Keywords:
ARVi, Augmented reality, High order cognitive skills, learning mediaAbstract
High-order cognitive skills (HOCS) are required to solve problems and make decisions. ARVi or augmented reality virus is a learning medium used to enhance HOCS. Aims of this research is to find out the effect of implementing ARVi media on enhancing high-level cognitive skills of students. The research is a quasi-experiment with a pretest-posttest control group design. The research was conducted in MAN 1 Kota Bogor class 10 using the Merdeka curriculum. The research instrument is a multiple-choice test that has been validated to measure high-level cognitive skills. The result of the t-test shows t-value (3.14) > t-table (1.98), indicating that there is a significant difference between the posttest scores of the control group and the experimental group. This means that the use of ARVi media has an effect on high-level cognitive skills. The improvement in high-level cognitive skills was continuous in C5 (evaluation) at 78%, C6 (creation) at 72%, and C4 (analysis) at 70%. These results are not independent of the support provided by the various content offered by ARVi media, such as augmented reality, literacy, and high-level questionnaires. Current education can benefit from technologies like ARVi media that help increase the high-level cognitive skills of students.
Downloads
References
Abosalem, Y. (2015). Assessment techniques and students’ higher-order thinking skills. ICSIT 2018 - 9th International Conference on Society and Information Technologies, Proceedings, 4(1), 61–66. https://doi.org/10.11648/j.ijsedu.20160401.11
Ahied, M., Muharrami, L. K., Fikriyah, A., & Rosidi, I. (2020). Improving students scientific literacy through distance learning with augmented reality-based multimedia amid the COVID-19 pandemic. Jurnal Pendidikan IPA Indonesia, 9(4), 499–511. https://doi.org/10.15294/jpii.v9i4.26123
Aldeeb, F. H., Sallabi, O. M., Elaish, M. M., & Hwang, G. (2024). Enhancing students’ learning achievements, self‐efficacy, and motivation using mobile augmented reality. Journal of Computer Assisted Learning, 40(4), 1823–1837. https://doi.org/10.1111/jcal.12989
Amores-Valencia, A., Burgos, D., & Branch-Bedoya, J. W. (2023). The influence of Augmented Reality (AR) on the motivation of high school students. Electronics, 12(22), 4715. https://doi.org/10.3390/electronics12224715
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching and assesing. Addison Wesley Longman. https://books.google.co.id/books/about/A_Taxonomy_for_Learning_Teaching_and_Ass.html?hl=id&id=EMQlAQAAIAAJ&redir_esc=y
Bagarukayo, E., Weide, T., Mbarika, V., & Kim, M. (2012). The impact of learning driven constructs on the perceived higher order cognitive skills improvement : Multimedia vs . text. International Journal of Education and Development Using Information and Communication Technology, 8(2), 120–130. https://eric.ed.gov/?id=EJ1084175
Baron, J. (2024). Thinking and deciding. In Thinking and deciding (Issue 5, pp. 1–15). https://doi.org/10.1017/9781009263672
Basha, C. Z., Reddy, D. P. kiran, Chand, S. R. P., & Krishna, A. (2021). Augmented reality experience for real-world Objects, monuments, and cities. 2021 Third International Conference on Inventive Research in Computing Applications (ICIRCA), 670–675. https://doi.org/10.1109/ICIRCA51532.2021.9544792
Breed, M. D., & Moore, J. (2022). Cognition. In Animal Behavior (pp. 181–217). Elsevier. https://doi.org/10.1016/B978-0-12-819558-1.00006-3
Celik, C., Guven, G., & Cakir, N. K. (2020). Integration of mobile augmented reality ( MAR ) applications into biology laboratory : Anatomic structure of the heart. Research in Learning Technology, 28(1063519), 1–11. https://doi.org/http://dx.doi.org/10.25304/rlt.v28.2355
Corgnet, B., Espín, A. M., & Hernán-González, R. (2016). Creativity and cognitive skills among Millennials: Thinking too much and creating too little. Frontiers in Psychology, 7(OCT), 1–9. https://doi.org/10.3389/fpsyg.2016.01626
Crowe, A., Dirks, C., & Wenderoth, M. P. (2008). Biology in Bloom: Implementing Bloom’s taxonomy to enhance student learning in biology. CBE-Life Science Education, 7, 368–381. https://doi.org/10.1187/cbe.08
Dahlan, D. (2021). Development of higher-order thinking skills assessment for high school economic. Journal of Economic Education, 10(2), 134–141. https://doi.org/10.15294/JEEC.V10I2.52206
Driana, E., Susilowati, A., Ernawati, E., & Ghani, A. R. A. (2021). Assessing students’ higher-order thinking skills: knowledge and practices of chemistry teachers in vocational senior secondary schools. Jurnal Pendidikan Teknologi Dan Kejuruan, 27(1), 37–47. https://doi.org/10.21831/jptk.v27i1.32882
Erwinsah, R., Aria, M., & Yusup, Y. (2019). Application of augmented reality technology in biological learning. Journal of Physics: Conference Series, 1402(6), 1–4. https://doi.org/10.1088/1742-6596/1402/6/066090
Fauzi, A., & Sa’diyah, W. (2019). Students’ metacognitive skills from the viewpoint of answering biological questions: Is it already good? Jurnal Pendidikan IPA Indonesia, 8(3), 317–327. https://doi.org/10.15294/jpii.v8i3.19457
Gauvain, M., & Richert, R. (2023). Cognitive development. In Encyclopedia of Mental Health (pp. 430–437). Elsevier. https://doi.org/10.1016/B978-0-323-91497-0.00048-5
Ghanizadeh, A., Al-Hoorie, A. H., & Jahedizadeh, S. (2020). Second language learning and teaching higher order thinking skills in the language classroom: A concise guide. Springer Nature. https://doi.org/10.1007/978-3-030-56711-8
Hutchison, A. (2018). Using virtual reality to explore science and literacy concepts. International Literacy Association, 1–11. https://doi.org/10.1002/trtr.1720
Iskandar, N., Mustaji, M., Jannah, M., & Wicaksono, S. R. (2021). The problem based learning in enhancing students’ critical thinking for reading skills in english teaching at vocational school. IJORER : International Journal of Recent Educational Research, 2(2), 237–249. https://doi.org/10.46245/ijorer.v2i2.93
Jensen, J. L., Mcdaniel, M. A., Woodard, S. M., & Kummer, T. A. (2014). Teaching to the test … or testing to teach: Exams requiring higher order thinking skills encourage greater conceptual understanding. Educ Psychol Rev, 2010, 1–23. https://doi.org/10.1007/s10648-013-9248-9
Kairu, C. (2021). Augmented reality and its influence on cognitive thinking in learning. American Journal of Education Research, 9(8), 504–512. https://doi.org/10.12691/education-9-8-6
Knight, A. T., Cook, C. N., Redford, K. H., Biggs, D., Romero, C., Ortega-Argueta, A., Norman, C. D., Parsons, B., Reynolds, M., Eoyang, G., & Keene, M. (2019). Improving conservation practice with principles and tools from systems thinking and evaluation. Sustainability Science, 14(6), 1531–1548. https://doi.org/10.1007/s11625-019-00676-x
Lara-Calle, A., Cruz, J., & Mejía, N. (2022). Augmented reality and 3D balance learning. In The Fairchild Books Dictionary of Fashion (pp. 550–555). Bloomsbury Publishing Plc. https://doi.org/10.1007/978-3-031-19679-9_69
Lemons, P. P., & Lemons, J. D. (2013). Questions for assessing higher-order cognitive skills: It’s not just Bloom’s. CBE-Life Science Education, 12(2), 47–58. https://doi.org/10.1187/cbe.12-03-0024
Lv, Z., Wang, J.-Y., Kumar, N., & Lloret, J. (Eds.). (2022). Augmented reality, virtual reality, semantic 3D reconstruction. MDPI. https://doi.org/10.3390/books978-3-0365-6062-5
Majeed, B. H., & ALRikabi, H. T. S. (2022). Effect of augmented reality technology on spatial intelligence among high school students. International Journal of Emerging Technologies in Learning (IJET), 17(24), 131–143. https://doi.org/10.3991/ijet.v17i24.35977
Marrahi-Gomez, V., & Belda-Medina, J. (2024). Assessing the effect of Augmented Reality on English language learning and student motivation in secondary education. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1359692
Mishra, R. K. (2022). Cognitive science. Routledge India. https://doi.org/10.4324/9781003316053
Moini, J., LoGalbo, A., & Ahangari, R. (2024). Cognitive functions. In Foundations of the Mind, Brain, and Behavioral Relationships (pp. 211–228). Elsevier. https://doi.org/10.1016/B978-0-323-95975-9.00002-0
OECD. (2022). PISA 2022 results factsheets Indonesia. OECD, 1, 1–9. https://www.oecd.org/en/publications/2023/11/pisa-2022-results-volume-i-and-ii-country-notes_2fca04b9/indonesia_0e09c072.html
Ramdiah, S., Abidinsyah, A., Royani, M., & Husamah, H. (2019). Understanding, planning, and implementation of HOTS by senior high school biology teachers in Banjarmasin-Indonesia. International Journal of Instruction, 12(1), 425–440. https://doi.org/10.29333/iji.2019.12128a
Sarkar, S., & Adhish, S., Adarsh, V., Divakar, K. (2022). Exploration and aspects on augmented reality. 2022 International Conference on Power, Energy, Control and Transmission Systems (ICPECTS), 1–6. https://doi.org/10.1109/ICPECTS56089.2022.10047434
Serevina, V., Sari, Y. P., & Maynastiti, D. (2019). Developing high order thinking skills (HOTS) assessment instrument for fluid static at senior high school. Journal of Physics: Conference Series, 1185, 012034. https://doi.org/10.1088/1742-6596/1185/1/012034
Setiawan, J., Sudrajat, A., Aman, & Kumalasari, D. (2021). Development of higher order thinking skill assessment instruments in learning Indonesian history. International Journal of Evaluation and Research in Education, 10(2), 545–552. https://doi.org/10.11591/ijere.v10i2.20796
Shi, Y., & Qu, S. (2021). Cognitive ability and self-control’s influence on high school students’ comprehensive academic performance. Frontiers in Psychology, 12(December), 1–10. https://doi.org/10.3389/fpsyg.2021.783673
Sylvia, F., Ramdhan, B., & Windyariani, S. (2021). Efektivitas augmented reality terhadap higher order thinking skills siswa pada pembelajaran biologi. Biodik: Jurnal Ilmiah Pendidikan Biologi, 7(2), 131–142. https://doi.org/https://doi.org/10.22437/bio.v7i2.13034
Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers and Education, 62, 41–49. https://doi.org/10.1016/j.compedu.2012.10.024
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with JPBI (Jurnal Pendidikan Biologi Indonesia) agree to the following terms:
- For all articles published in JPBI, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
