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Abstract

This study aims to evaluate the impact of using Augmented Reality (AR) through the Assemblr Edu application on students' understanding of physics concepts, particularly on the topic of climate change. This study employed a quasi-experimental design with a quantitative approach and a posttest-only control design. The population was all eight classes of SMP Negeri 1 Ende in the 2025/2026 academic year. The sample consisted of two classes: class VIII F, the experimental class taught using the experimental method, and class VIII D, the control class taught using the conventional method, with a total of 64 students. The data collection technique used in this study was a test, with a posttest being administered to determine the differences between the control and experimental classes. The data analysis techniques used were descriptive analysis, normality testing, and independent sample t-tests using SPSS 25. The results of the post-test data analysis revealed a significant difference between the average conceptual understanding of students in the experimental class (81.63) and the control class (52.00). The normality test results indicated that the data were normally distributed (Sig. 0.100 > 0.05), allowing for hypothesis testing. The t-test results showed a significance value of <0.001, less than 0.05. Therefore, the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted.

Keywords

Pemahaman konsep Augmented Reality, Assemblr Edu, Climate Change, Conceptual Understanding

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Copyright (c) 2025 Nur Hidayah, Adrianus Nasar , Melkyanus B. Umbu Kaleka

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Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

How to Cite
Hidayah, N., Nasar , A., & Umbu Kaleka, M. B. (2025). The Effect of Using Augmented Reality Assisted by Assemblr Edu in Physics Learning on Climate Change on Students’ Conceptual Understanding. PENDIPA Journal of Science Education, 9(3), 688–693. https://doi.org/10.33369/pendipa.9.3.688-693
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