Gres Dyah Kusuma Ningrum, Dila Umnia Soraya, Ahmad Mursyidun Nidhom, Rizky Rahmad Andre Anang, Rutria Sarah Hasna Tsabita Afaf, Miftah Fadhlurrohman, Hikmatul Afifah Fikriati, Arisandi
The development of digital technology in the Society 5.0 era requires education systems to cultivate learners who are not only academically competent but also adaptive and innovative. Augmented Reality (AR) offers an effective learning medium to connect abstract concepts with practical experiences, particularly in technology-related subjects. This study investigates the effectiveness of an AR-based learning medium called 'AR-Curity' in enhancing students' conceptual understanding and learning independence. Employing a quantitative approach with a quasi-experimental one-group pretest-posttest design, the study involved 25 ninth-grade students from SMP Negeri 25 Malang. Instruments consisted of multiple-choice tests to assess conceptual understanding and Likert-scale questionnaires to measure learning independence, both validated and tested for reliability. Data were analyzed using paired sample t-tests and N-Gain scores. Results showed significant improvement in both variables: conceptual understanding increased from 71.40 to 88.88 (N -Gain =0.55, moderate), while learning independence rose from 77.05 to 86.40 (N-Gain = 0. 4 1, moderate). These findings demonstrate that ARCurity not only improves cognitive outcomes but also fosters metacognitive skills and learning independence, positioning AR as an innovative and effective medium to support 21st-century learning competencies. © 2025 IEEE.
Universitas Negeri Malang, Department of Electrical Engineering and Informatics, Malang, Indonesia; Universitas Negeri Malang, Teacher Professional Education Program, Malang, Indonesia; Smp Negeri 25 Malang, Malang, Indonesia; Universitas Insan Budi Utomo, Faculty of Science and Technology, Indonesia
