Open AccessThe Effect of science learning bases-STEM assisted by augmented reality toward scientific attitudes and science outcomes
Author(s) -
Yuliana Wahyu,
I Wayan Sadia,
Ni Ketut Suarni,
I Wayan Suastra
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1567/4/042015
Subject(s) - scientific literacy , mathematics education , science learning , creativity , class (philosophy) , augmented reality , learning sciences , science education , psychology , computer science , educational technology , artificial intelligence , social psychology
STEM-based science learning assisted by augmented reality can answer 21st-century education challenges by characterizing the interdisciplinary approach of the four fields of study. 21st-century learning requires students to be literate in science, technology literacy, creativity, and have a good scientific attitude. STEM-based science learning aided by augmented reality is a learning approach that can develop scientific attitudes and improve the learning outcomes of the basic concept science of students. This research was conducted to find out the effectiveness of the application of STEM-based science learning models assisted by augmented reality on scientific attitudes and science of PGSD students’ learning outcomes of STKIP Santo Paulus Ruteng. The research design used was quasi-experimental in the form of a non-equivalent pre-post control group design. Based on the results of the effectiveness test, it is known that the experimental class n-gain value is greater than the control class. It can be concluded that STEM-based science learning can develop scientific attitudes and improve students’ science learning outcomes.