Augmented Reality with the Cognitive Conflict Model: What Is Effective for Improving Students' Scientific Literacy of Dynamic Fluid Material?

Abstract

This study aimed to develop an augmented reality (AR) application by integrating the cognitive conflict-based learning (CCBL) model to enhance students’ scientific literacy in a dynamic fluid material. The study followed a design or development framework utilizing the Plomp model stages, including design, validity, practicality, and effectiveness tests. In the effectiveness test phase, a quasi-experimental design was applied with control and experimental groups. The control group consisted of 36 students who learned through traditional methods, while the experimental group included 36 students who learned using AR. The application design characteristics incorporated the stages of the CCBL model, presenting AR at each stage. The validity test of the AR application yielded a score of 0.95, which was categorized as valid. The practicality test scored 94% in the one-to-one stage and 95.7% in the small group stage, categorized as practical. The effectiveness test demonstrated that AR-based learning was superior to traditional learning methods in improving students’ scientific literacy regarding dynamic fluid material. Overall, the AR application designed with the characteristics of the CCBL model stages was validated, practical, and effective, representing an innovative solution for improving students’ scientific literacy in physics education.