Augmented Reality as Anti-Corruption Education Media in Islamic Education Teaching
Nasikhin
Universitas Islam Negeri Walisongo Semarang
Address: Jl. Walisongo, No.3-5, Tambakaji, Ngaliyan, Semarang, Jawa Tengah 50185 e-mail: [email protected]
Ikhrom
Universitas Islam Negeri Walisongo Semarang
Address: Jl. Walisongo, No.3-5, Tambakaji, Ngaliyan, Semarang, Jawa Tengah 50185 e-mail: [email protected]
Raharjo
Universitas Islam Negeri Walisongo Semarang
Address: Jl. Walisongo, No.3-5, Tambakaji, Ngaliyan, Semarang, Jawa Tengah 50185 e-mail: [email protected]
DOI: 10.22373/jie.v6i1.13065
Abstract
This study aims to develop augmented reality as an anti-corruption educational media in the teaching of Islamic religious education. Data processing using research and development methods ADDIE model. Validity test and measurement of N-Gain score were used to see the effectiveness of the product. Three junior high schools with different environmental characteristics participated in this study. The findings of this study indicate that; first, the development of augmented reality for the realm of anti-corruption education can be adapted to the Basic Competencies of Islamic Religious Education subjects on the themes of honesty, trustworthiness, and istiqomah for class VII Semester 2. Second, there is an increase in knowledge of the value of anti-corruption education for students of SMP N 02 Bawang by 79.5% , 79% students of SMP N 01 Subah, and 80.44%
of SMP N 01 Batang students. On the N-gain scale, the three achievements are considered effective. In fact, the environmental characteristics of the three schools are different.
SMP N 02 Bawang is located in a mountainous area, SMP N 01 Subah is located in the northern coastal area, while SMP N 01 Batang is located in an urban area. This raises the meaning that augmented reality has a good impact on increasing anti-corruption knowledge in educational teaching in institutions with different environmental characteristics. This study recommends that these findings can be used as a basis for consideration in determining policies and implementing anti-corruption education in augmented reality technology-based junior high schools..
Keywords: Anti-Corruption Knowledge; Augmented Reality; Junior High School;
Islamic Education
Abstrak
Penelitian ini bertujuan untuk mengembangkan augmented reality sebagai media pendidikan anti korupsi pada pengajaran pendidikan agama Islam. Pengolahan data menggunakan metode penelitian dan pengembangan model ADDIE. Uji validitas dan pengukuran skor N-Gain digunakan untuk melihat keefektifan produk. Tiga sekolah menengah pertama dengan karakteristik lingkungan yang berbeda berpartisipasi dalam penelitian ini. Temuan penelitian ini menunjukkan bahwa; pertama, pengembangan augmented reality untuk ranah pendidikan antikorupsi dapat disesuaikan dengan Kompetensi Dasar mata pelajaran Pendidikan Agama Islam pada tema kejujuran, amanah, dan istiqomah kelas VII Semester 2. Kedua, terjadi peningkatan pengetahuan nilai pendidikan antikorupsi siswa SMP N 02 Bawang sebesar 79,5%, siswa SMP N 01 Subah sebesar 79%, dan siswa SMP N 01 Batang sebesar 80,44%. Pada skala N-gain, ketiga pencapaian tersebut dinilai efektif. Padahal, karakteristik lingkungan ketiga sekolah tersebut berbeda. SMP N 02 Bawang terletak di daerah pegunungan, SMP N 01 Subah terletak di daerah pesisir pantai utara, sedangkan SMP N 01 Batang terletak di daerah perkotaan. Hal ini memunculkan makna bahwa augmented reality berdampak baik dalam meningkatkan pengetahuan anti korupsi pada pengajaran pendidikan di lembaga dengan karakter lingkungan yang berbeda. Kajian ini merekomendasikan agar temuan tersebut dapat dijadikan sebagai dasar pertimbangan dalam menentukan kebijakan dan pelaksanaan pendidikan antikorupsi di SMP berbasis teknologi augmanted reality.
Keywords: pendidikan anti korupsi, augmented reality, Sekolah Menengah Pertama
A. Introduction
The development of corruption cases in Indonesia presents a sad phenomenon.
The release of Transparency International (TI) shows that in 1995-2005 Indonesia was in the top 5 most corrupt countries in the world. Meanwhile, Pacific Economic and Risk Consultacy (PERC) stated that in 2005 Indonesia set a record as the most corrupt country in Asia. The 2008 TI survey on the Global Corruption Barometer places political parties in Indonesia as the most corrupt political party with a score of 4.2 (on a rating scale of 1- 5, 5 for the most corrupt).1 Even more astonishingly, the Ministry of Internal Affairs noted that during 2014-2019 there was an increase in corruption cases, of which 105 cases involved high-ranking regional officials in 22 provinces and 90 of them involved regents or mayors, while 15 other cases involved governors.2 This fact opens our horizons
1 Eko Handoyo, Martien Herna Susanti, “Pendidikan Anti Korupsi Dalam Membentuk Generasi Muda Yang Jujur Dan Berintegritas di SMA Semesta Kota Semarang Authors,” Journal Abdimas, 2015.
Volume. 18.
2 Nela Suryaningtyas, Siswandari, dan Nurhasan Hamidi. Persepsi Siswa Tentang Nilai Kemandirian Pada Pendidikan Antikorupsi (Studi di SMK). Jurnal “Tata Arta” UNS, Vol. 5, No. 1, hlm 82-94, April, 2019
that fast and appropriate steps in instilling an anti-corruption spirit for every citizen are important things that must be implemented.
Research on anti-corruption education currently only discusses three things. First, anti-corruption education research is seen from a critical pedagogical perspective which is directed at building students' critical awareness3 about the losses due to corruption and how they should behave.4 Second, the current context of corruption education research tends to lead to the education of good values5 which makes people feel ashamed when tempted to commit corruption.6 Third, research on anti-corruption education only discusses the realm of student perception, both in terms of the value of independence7 or economic aspects.8 This is considered very lacking because someone's understanding of the consequences corruption must be conveyed with the right media so that learning objectives can be achieved optimally. Therefore, it is important to find anti-corruption learning media that suits the character of students, one of which is by using augmented reality as a technology that is becoming a trend in the western world today.
This paper is intended to develop augmented reality applications as an effective medium in anti-corruption education learning. To prove this, this paper focuses on two questions: a) how to develop augmented reality applications as anti-corruption learning media; b) and how is the effectiveness of augmented reality as an anti-corruption learning media if it is elaborated with Islamic religious education learning materials. This goal is based on an argument that augmented reality applications can be developed as an effective medium in increasing students' understanding.9 By using the collaboration of educational materials on honesty, trustworthiness, and istiqomah in augmented reality-
3 Edi Subkhan, Pendidikan Antikorupsi Perspektif Pedagogi Kritis, INTEGRITAS: Jurnal Antikorupsi, 6 (1) 15-30 e-ISSN/p-ISSN: 2615-7977/2477-118X DOI:
https://doi.org/10.32697/integritas.v6i1, 649
4 Landkammer, N. (2019). Reengaging Freire: Decoding and Re-coding Freire’s “Generative Images” and Critical Arts EducationIntertwining Histories. Another Roadmap School.
5 Sakinah, N., & Bakhtiar, N, Model Pendidikan Anti Korupsi di Sekolah Dasar dalam Mewujudkan Generasi yang Bersih dan Berintegritas Sejak Dini. ElIbtidaiy: Journal of Primary Education 2(1): 2019. 39–49.
6 Liu, X. A., Literature Review on the Definition of Corruption and Factors Affecting the Risk of Corruption. Open Journal of Social Sciences 4: 171–177. 2016.
7 Nela Suryaningtyas , Siswandari, dan Nurhasan Hamidi. Persepsi Siswa Tentang Nilai Kemandirian Pada Pendidikan Antikorupsi (Studi di SMK). Jurnal “Tata Arta” UNS, Vol. 5, No. 1, hlm 82-94, April, 2019
8 Yusrianto Kadir, Kebijakan Pendidikan Anti Korupsi Di Perguruan Tinggi, Jurnal Gorontalo Law, Vol. 1. No. 1. April 2018.
9 Sakinah, N., & Bakhtiar, N. Model Pendidikan Anti Korupsi di Sekolah Dasar dalam Mewujudkan Generasi yang Bersih dan Berintegritas Sejak Dini. ElIbtidaiy: Journal of Primary Education 2(1): 39–49. 2019.
based Islamic Religious Education and Character Education subjects, this study predicts that there will be interesting elaborations to improve students' abilities. This is important because a person's knowledge of anti-corruption education has a strong influence on his future actions.10
B. Reasearch Method
This study uses the R&D (Research and Development) method with the ADDIE approach. The subject of this research is an augmented reality-based learning multimedia in the form of a textbook that is integrated with an android application. The object of this research is the quality of the multimedia that has been compiled and its effectiveness when used in the teaching and learning process. The subjects of Islamic Religious Education and Character Education in the chapters of honesty, trustworthiness, and istiqomah were chosen as representatives of anti-corruption education. Descriptive data in this study were obtained through development procedures based on validation from media experts, material experts, questions experts and augmented reality-based learning multimedia quality data. Meanwhile, three validators were taken from experts in the appropriate fields. After getting certainty of eligibility from the validator, then the product was tested on 27 class students in each partner school as an experimental class with pretest and posttest models.
Validation is carried out in three aspects through media experts, material experts and questions experts. The media will experience improvement if the teaching materials are not valid or less valid based on the theory and input of the validator.
Assessment of validation is seen from several aspects, including the aspect of content feasibility. Expert validation analysis is carried out by dividing the score of the assessment results with the maximum score and then multiplying it by 100%. The product developed is said to be very valid if the assessment from the validator reaches 82.01% - 100%, meaning that the teaching materials can be used without revision. Teaching materials can be said to be valid if the value of the validity level is 62.01% - 82% and teaching materials can be used but minor revisions must be made according to the input
10 Edi Subkhan, Pendidikan Antikorupsi Perspektif Pedagogi Kritis, INTEGRITAS: Jurnal Antikorupsi, 6 (1) 15-30 e-ISSN/p-ISSN: 2615-7977/2477-118X DOI:
https://doi.org/10.32697/integritas.v6i1.649
of the validator. If the assessment from the validator only reaches 44.01% to 62%, the teaching materials developed are said to be less valid and it is recommended not to use them because they need major revisions. So it can be concluded that the augmented reality application can be used if it has reached the level of valid validity with a minimum score of 62.01%. If it is less than 62.01% then the teaching materials cannot be used in learning.11
In this study, the effectiveness test was carried out through testing the competence of mastery material with test method. The student competency test uses the level of mastery the material mastery with an experimental model, namely by comparing the conditions before and after the product is used. The indicator of its effectiveness is the increasing understanding of seventh grade students in partner schools on the subject of honesty, trustworthiness, and istiqamah. Hake stated that the N-gain analysis was carried out to classify students' test results. The amount of increase before and after learning is calculated by the N-gain formula. The interpretation of the effectiveness of the normalized gain score is categorized into four categories with values < 40% (Not Effective), 40%-55% (Less Effective), 56%-75% (Sufficiently Effective), >76%
(Effective) ). This means that the minimum score that must be achieved is 56%, if it is below this value, the product developed is not effective to be implemented in partner schools.
Data collection techniques using the methods of observation, interviews, tests, and documentation. Observation in this study aims to determine the field conditions of the products made. This study uses an unstructured interview model as a form of free interview which does not use interview guidelines that are systematically arranged12 with Islamic Religious Education teachers at partner schools. The formative test is given in the form of twenty multiple-choice questions that have been validated by experts. While the documentation method is used to get an overview from the subject's point of view through a written medium and other documents written or made directly by the subject in question. The four techniques are summarized in two stages, including the stage of developing augmented reality-based learning multimedia and the level of media effectiveness. The media development stage was carried out in the microteaching
11 Akbar, Metode Penelitian Pendidikan, (Jakarta: Lidya Pustaka, 2021), 61.
12 Jalalam, Penelitian Pendidikan di Sekolah, (Bandung, Gunung Asri, 2009), 10.
laboratory of FITK UIN Walisongo Semarang. The media assessment level was carried out at SMP N 02 Bawang, SMP 01 Batang, and SMP N 01 Subah.
C. Reasearch Findings and Discussion 1. Data Description
This research and development produces learning multimedia products in the form of text books on Islamic Religious Education and Budi Pekerti which are integrated with augmented reality. on the material of honesty, trustworthiness and istoqomah. The description of the textbook prototype has been developed through several stages according to the procedures of the ADDIE development model, namely the Analysis, Design, Design, Development, Implementation, and Evaluation stages. In the analysis stage, the researcher observed needs and task analysis. The basic problem obtained at this stage is the limited learning resources and materials used in PAI learning. In connection with the material of honesty, trustworthiness, and istiqamah as the teacher's runway in conducting anti-corruption education, the teacher stated that it was necessary to add educational aids that use Android to attract the interest of students. This statement is important because the character of students in the 21st century cannot be separated from smartphones.
At the task analysis stage, researchers observed the core competencies and basic competencies needed in the development of augmented reality-based PAI learning multimedia. The subject matter is based on the core competencies and basic competencies contained in the 2013 revised 2017 curriculum content standards. The content of this competition was developed according to the needs of anti-corruption education in schools. The core competencies and basic competencies are listed in the following table:
Table 1.1 Core Competencies and Basic Competencies for learning Islamic Religious Education in Indonesia
Core Competencies Basic Competencies
a. Appreciate and live the teachings of their religion.
b. Appreciate and live honest behavior, discipline, responsibility, caring (tolerance, mutual cooperation), polite, confident, in interacting effectively with the social and natural environment within the reach of association and existence.
c. Understanding knowledge (factual, conceptual, and procedural) based on their curiosity about science, technology, art, culture related to visible phenomena and events
d. Trying, processing, and presenting in the realm of concrete (using, parsing,
assembling, modifying, and creating) and abstract realms (writing, reading, counting, drawing, and composing) according to what is learned in school and other sources in the same perspective. /theory.
1.5 Believing that honesty, trustworthiness, and istiqamah are religious commands.
1.6 Living honest, trustworthy, and istiqamah behavior in everyday life 1.7 Understand the meaning of honesty,
trustworthiness, and istiqamah.
1.8 Showing the meaning of honest, trustworthy, and istiqamah behavior, and related hadiths
Indikator Ketercapaian Materi a. -Explain the meaning of honesty,
trustworthiness and istiqamah by reading the naqli arguments
b. -Explaining the meaning of honesty, trustworthiness and istiqamah by reading the naqli argument
c. -Mention examples of honest, trustworthy and istiqamah behavior in their daily lives
d. -Speaking and behaving honestly, trustworthy, and istiqamah
After the analysis, the next stage is to design the product based on the results of the needs and task analysis. The design activity begins with compiling a draft of teaching materials. This stage begins with compiling a product design in the form of augmented reality-based PAI multimedia. Broadly speaking, the material design developed includes Cover which contains the title, core competencies and basic competencies, indicators of material achievement, Concept Map, reflect on column, pay attention column, let's behave honestly, let's behave trustworthy, let's behave istiqamah, story of wisdom, summary , self-evaluation, QR code and Augmanted Reality Image. In the learning media created, there are QR codes and pictures that have been arranged in such a way that they can be scanned with augmented reality applications. After the design has been compiled,
the next stage is to develop an instrument for assessing the feasibility of teaching materials in the form of a validity assessment.
The next stage is to carry out development which aims to produce good teaching materials. The activities carried out are validation of media experts, material experts, and validation of those carried out by expert validators. After being declared feasible, this media then enters the implementation stage. The purpose at this stage is to determine the effectiveness of the materials that have been prepared. After all stages have been passed, the next step is to evaluate, the researcher analyzes the effectiveness of the teaching materials developed. The effectiveness of teaching materials is obtained from the results of the students' pretest and posttest after using the developed multimedia.
2. Field Test Results
Learning multimedia development activities based on augmented reality on honesty, trust, and istiqomah materials are carried out with a series of expert validation and field research followed by revisions. The assessment of the material expert validator shows that augmented reality-based PAI learning multimedia obtained a validity value of expert 1 of 88.33% and expert 2 of 90%, so that the average value of material expert validity was 89, 15% which was included in the valid category. While the results of the validation by media experts give an average value of 80.62% obtained from validator 1 (78.75) and validator 2 (82.5) so that it is included in the valid category. Meanwhile, based on the validator's assessment, an average score of 82.5% was obtained and was included in the valid category, so that the pretest and posttest questions were declared to be usable with minor revisions. The table below provides an explanation regarding the data from the field test validation results.
Table 1.2 Accumulated material expert assessment results
Description: Can be used without revision
Sub components
Score Vaidato
r 1
Vaidato r 2
Material Equipment 9 9
Material breadth 9 9
Material Depth 9 9
Evidence Accuracy 9 9
Concept Accuracy 8 9
Material Accuracy 9 9
Total score 53 54
Mark (%) 88,33 90
Validity Level Valid Valid
Average Score
Each Subcomponent 89,15%
Table 1.3 Accumulated results of media expert assessment
Sub component Score
Validator 1 Validator 2
Color proportion match 7 8
Image selection 8 8
Design attractiveness 7 9
Clarity of study instructions 8 8
The accuracy of implementing learning strategies 8 8
Introductory components 8 8
Ease of use 8 8
Clarity and have a fascination with colors, images and Fonts
8 9
Availability of examples and illustrations to clarify understanding of the material
8 8
Clarity of instructions for working on practice questions
9 8
Question difficulty level 7 8
Balance the proportion of practice/test questions with the content of the material
8 8
Clarity of evaluation in providing problem solving 8 8
Clarity of summary 8 8
The accuracy of the summary as repetition material 7 9
Benefits of summary as enrichment material 9 9
Mark (%) 78,75 82,5
Tingkat Validitas Cukup
Valid
Valid
Rata-Rata Validitas 80,62%
Tabel 1.4 The accumulation of expert assessment results
Sub component Score
Questions are presented systematically 4
Questions according to Basic Competence 5
Question according to the Indicator 5
Use of language according to EYD 4
The language used is communicative 4
Simplicity of sentence structure 4
The sentences used are easy to understand 4
Clarity of instructions or directions 3
Total score 33
Mark (%) 82,5
Validity Level Valid
3. Development Trial
After conducting a feasibility test on learning multimedia, the next stage is the implementation of augmented reality products on the test object. The researcher conducted a limited face-to-face trial with seventh grade students at SMP N 02 Bawang, SMP 01 Batang, and SMP N 01 Subah. The product trial in this study was carried out by implementing multimedia learning in small groups as a sample. The sample consisted of 27 students. The sample was selected based on the daily test scores of students on the previous theme. The selection of students is based on the level of low, medium, and high cognitive abilities, each of which consists of 9 samples. The existence of differences in the level of ability of students is expected to be able to represent the group. The learning process is carried out in 4 meetings. The first two meetings used pre-existing media, and the last two meetings used augmented reality products that were developed.
After the above stages have been passed, the next step is the evaluation stage as the last action in the ADDIE research model. The evaluation was carried out by researchers to analyze the effectiveness of the developed multimedia. The effectiveness of teaching materials is obtained from the results of the pretest and posttest of students after using the developed multimedia. The list of names of 27 research respondents can be seen in the following table.
Tabel 1.7 List of Respondents
No Name code Score
UH Category Origin School
1. Ahmad Novan Fab. R-1 100 High SMP N 2 Bawang
2. Ainur Rahma R-2 95 High SMP N 2 Bawang
3. Tri Selvani R-3 95 High SMP N 2 Bawang
4. Isma Fauziah R-4 80 Medium SMP N 2 Bawang
5. Lilis Af’idatul Solikha
R-5 79 Medium SMP N 2 Bawang
6. Nazula Aulia R-6 79 Medium SMP N 2 Bawang
7. Ahmad Ainur Royan R-7 65 Law SMP N 2 Bawang
8. Tri Widiyani R-8 65 Law SMP N 2 Bawang
9. Novita Salma R-9 60 Law SMP N 2 Bawang
10. Tri Widy R-10 96 High SMP N 1 Subah
11. Aprilia Riskiani R-11 93 High SMP N 1 Subah
12. Slamet Lukman Hakim
R-12 91 High SMP N 1 Subah
13. Okta Yulianto R-13 85 Medium SMP N 1 Subah
14. Fendi Setiawan R-14 85 Medium SMP N 1 Subah
15. Yasroni R-15 84 Medium SMP N 1 Subah
16 Mazaya Aqila R-16 70 Law SMP N 1 Subah
17 Carissa Maulana R-17 70 Law SMP N 1 Subah
18 Roni R-18 70 Law SMP N 1 Subah
19 Samian R-19 95 High SMP N 1 Batang
20 Syifa Kusuma R-20 95 High SMP N 1 Batang
21 Syarif H. R-21 90 High SMP N 1 Batang
22 A, Latif R-22 81 Medium SMP N 1 Batang
23 Krinsa Fahaddas R-23 79 Medium SMP N 1 Batang
24 Mustajib R-24 79 Medium SMP N 1 Batang
25 Ghozali R-25 60 Law SMP N 1 Batang
26 Putrikhikmatun N. R-26 55 Law SMP N 1 Batang
27 Zumrotul Khoi R-27 51 Law SMP N 1 Batang
The students' pretest and posttest instruments are in the form of a list of questions composed of 20 questions consisting of 20 multiple choice questions. The researcher's way to determine the cognitive improvement of students is to use Augmanted Reality modification for Islamic Religious Education subjects on the subject of honesty, justice, and istiqamah to students, namely by doing a test at the end of the lesson. The results of the pretest and posttest scores can be seen in table 1.8. (L for passed and TL Did not pass).
Table 1.8 Pretest and Posttest Score Results
No. Res Pondent Pretest Posttest
Score Ket. Score Ket.
1 R-1 50 TL 95 L
2 R-2 55 TL 90 L
3 R-3 55 TL 90 L
4 R-4 75 L 95 L
5 R-5 60 TL 95 L
6 R-6 40 TL 90 L
7 R-7 50 TL 85 L
8 R-8 30 TL 80 L
9 R-9 75 L 95 L
10 R-10 45 TL 85 L
11 R-11 70 TL 95 L
12 R-12 40 TL 85 L
13 R-13 50 TL 95 L
14 R-14 70 TL 95 L
15 R-15 35 TL 80 L
16 R-16 75 L 95 L
17 R-17 55 TL 90 L
18 R-18 75 L 95 L
19 R-19 60 TL 95 L
20 R-20 40 TL 85 L
21 R-21 50 TL 85 L
22 R-22 30 TL 80 L
23 R-23 75 L 95 L
24 R-24 60 TL 95 L
25 R-25 50 TL 95 L
26 R-26 75 L 95 L
27 R-27 70 TL 95 L
Teaching materials that are suitable for use must go through the assessment stage by an expert validator.13 Based on the validation results, the augmented reality-based learning multimedia that we compiled was declared valid by material expert 1 with a validity result of 88.33%. Meanwhile, material expert 2 stated that the media that the researcher compiled was classified as very valid with a validity reaching 90%. Based on these data, the average validity test of teaching materials by experts on honesty, trust and istiqamah material is 89.15% which is included in the valid category. As for the assessment of media experts, validator 1 gave a value of 78.75% and validator 2 gave a value of 82.5%, so that the average assessment of media experts was 80.62% which was included in the valid category. This shows that PAI teaching materials and augmented reality integrated manners are included in the appropriate category for use.
13 Ioannou, A., and Constantinou, V., “AR Supporting Deaf Students in Mainstream Schools: Two Case Studies of Practical Utility of the Technology. Hamilton,” OH: Springer International Publishing, 2019.
The effectiveness analysis was carried out by conducting a pretest and posttest using augmented reality-based learning multimedia by students. The effectiveness in question is an increase in the cognitive aspects of students after using augmented reality- based learning multimedia. The effectiveness test was conducted on 27 students of class VII for junior high school level. The results of the more detailed pretest and posttest are as follows:
Tabel 1.9 Minimum Completeness Criteria for PAI Subjects and Morals for Grade VII at partner schools
No. Criteria Score
1. Pass ≥ 75
2. Did not pass < 75
Tabel 1.10 Category Meaning of Effectiveness according to N-Gain
Present (%) Interpretation
< 40 Ineffective
40-55 Less effective
56-75 Effective enough
>76 Effective
Table 1.11 Calculation Results of Pretest and Posttest Values
No. Respondent
Pretest Posttest
Presentase N-gain
Interpretation Nilai Ket. Nilai Ket.
1 R-1 50 TL 95 L 90% Efektif
2 R-2 55 TL 90 L 77% Efektif
3 R-3 55 TL 90 L 77% Efektif
4 R-4 75 L 95 L 80% Efektif
5 R-5 60 TL 95 L 87,5% Efektif
6 R-6 40 TL 90 L 83% Efektif
7 R-7 50 TL 85 L 70% Cukup Efektif
8 R-8 30 TL 80 L 71% Cukup Efektif
9 R-9 75 L 95 L 80% Efektif
10 R-10 45 TL 85 L 72,7% Cukup Efektif
11 R-11 70 TL 95 L 83% Efektif
12 R-12 40 TL 85 L 75% Cukup Efektif
13 R-13 50 TL 95 L 90% Efektif
14 R-14 70 TL 95 L 83% Efektif
15 R-15 35 TL 80 L 69,2% Cukup Efektif
16 R-16 75 L 95 L 80% Efektif
17 R-17 55 TL 90 L 77% Efektif
18 R-18 75 L 95 L 80% Efektif
19 R-19 60 TL 95 L 87,5% Efektif
20 R-20 40 TL 85 L 75% Cukup Efektif
21 R-21 50 TL 85 L 70% Cukup Efektif
22 R-22 30 TL 80 L 71% Cukup Efektif
23 R-23 75 L 95 L 80% Efektif
24 R-24 60 TL 95 L 87,5% Efektif
25 R-25 50 TL 95 L 90% Efektif
26 R-26 75 L 95 L 80% Efektif
27 R-27 70 TL 95 L 83% Efektif
Jumlah 1515 2450 1745%
Efektif Rata-Rata
54,07
89,
25 79%
% Rata-rata
Tabel 1.12 Average Results of Pretest and Posttest
Posttest Mean Score Pretest Mean Score N-Gain Test Results Category
54,07 89,25 79% Efektif
Based on the research data as shown in the table above, it is known that students experienced an increase in cognitive aspects before and after using augmented reality integrated Anti-Corruption Education media. The cognitive improvement of students occurred after learning using teaching materials from an average score of 54.07 to 89.25.
Cognitive improvement was analyzed using the N-gain formula with an improvement score of 79% which was included in the "effective" category. If viewed in detail, the improvement score in SMP N 02 Bawang in R1-R9 was 79.5%, the score for improvement in SMP N 01 Subah on R10-18 was 79%, and the score for improvement in SMP N 01 Batang was on R19-R27. 80.44%. On the N-gain scale, scores of 79%- 80.44% are equally effective. In fact, the environmental characteristics of the three schools are different. SMP N 02 Bawang is located in a mountainous area, SMP N 01
Subah is located in the coastal area of the north coast, while SMP N 01 Batang is located in an urban area. This gives rise to the meaning that augmented reality is effectively used for educational institutions with different environmental characteristics. Besides that, it can be said that the equitable distribution of technology use in junior high schools in Batang district is quite good.
D. Conclusion
AR has great potential to be used in the field of anti-corruption education.
Because of this potential, many European and American scientists are interested in AR technology by developing discovery-based learning, object modeling, AR books, game- based learning, and skills training. This study has proven the effectiveness of AR technology in the realm of anti-corruption education in Junior High Schools. The findings of this study report that three schools with different environmental characteristics in Indonesia can be declared suitable to be objects of AR study. Although the measurements made in this case are only in the pedagogical realm, it cannot be denied that the pedagogical realm has a major role in welcoming children's behavior in the future. This finding can be useful for research on AR education applications in a wider field, because the benefits of using this technology are not limited to anti-corruption education. It may also have a different impact according to the type of material presented.
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