DEVELOPING AUGMENTED REALITY CLASSROOM USING TPACK MODEL FOR TEACHING GENERAL CHEMISTRY IN HIGH SCHOOLS
DOI:
https://doi.org/10.18173/2354-1075.2024-0074Keywords:
augmented reality, TPACK model, chemistry education, general chemistry, high schoolAbstract
In the digital transformation era, the integration of Information Technology in education is pivotal. Augmented Reality (AR), with its capacity to visualize abstract concepts, is increasingly recognized as a valuable tool in Chemistry education. The abstract nature of general Chemistry content, like the visualization of atoms and molecules, poses significant comprehension challenges for high school students. This study aims to investigate the effectiveness of AR in enhancing the understanding of general Chemistry among high school students using the Technological Pedagogical Content Knowledge (TPACK) model. The research data included 90 high school chemistry teachers from high schools in four northern provinces, collected through classroom observations and surveys using a 5-point Likert scale; the data were analyzed using both descriptive and inferential statistics. The findings indicate significant improvements in students' understanding of Chemistry when taught using AR-integrated lessons designed with the TPACK model. Students demonstrated enhanced engagement, better conceptual grasp, and increased satisfaction with the learning process. AR technology, when integrated with the TPACK framework, substantially enhances the learning of general Chemistry in high schools. This study supports the broader application of AR in educational settings to improve the effectiveness of teaching and learning processes.
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