Developing an Augmented Reality Learning Media to Enhance Pre-Service Physics Teachers^ TPACK on Force Concepts Dwi Susanti, Slamet Maulana, Elvara Norma Aroyandini, Nikki Faith Alburo Bantillo
Physics Education Program Study, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jakarta, Indonesia
Labschool Cibubur Senior High School, Jl. Raya Hankam Kampus Labschool No. 15-20, Bekasi 17432, West Java, Indonesia
Elementary School Teacher Education Program Study, Faculty of Tarbiyah and Teacher Training, Universitas Alma Ata, Bantul, Indonesia
Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology
Abstract
The development of pre-service physics teachers is expected to align with the Technological Pedagogical Content Knowledge (TPACK) framework, enabling them to effectively integrate technology, pedagogy, and content knowledge in teaching complex physics concepts. However, many pre-service teachers still rely on traditional instructional approaches and struggle to integrate technology into their pedagogy, particularly when teaching abstract concepts such as force. This study aimed to develop an augmented reality (AR) learning medium for force concepts and examine its effectiveness in enhancing pre-service physics teachers^ TPACK. This study employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation phases. The AR application was developed and implemented in collaboration with pre-service physics teachers from three universities. Data were collected using TPACK surveys, teaching efficacy scales, technological self-efficacy questionnaires, and the Force Concept Inventory (FCI). A pretest-posttest design was used to evaluate the effectiveness of the intervention. The results showed improvements across all seven TPACK dimensions, with normalized gain scores ranging from 0.44 to 0.57. Technological Knowledge (TK) exhibited the highest gain (0.57), while overall TPACK increased with a gain of 0.44. Participants also demonstrated very high levels of teaching efficacy (83.72%) and technological self-efficacy (90.39%). Furthermore, students taught using the AR-enhanced instructional approach achieved a posttest average score of 88.59, compared to a pretest average of 73.90, with a moderate gain of 0.56.
In conclusion, the AR learning medium developed using the ADDIE model effectively enhanced pre-service physics teachers^ TPACK, teaching efficacy, and technological self-efficacy, and improved students^ conceptual understanding of force.
Keywords: Multidimensional, Student Engagement, Measurement Instrument, Rasch Model
