Student worksheet with ar videos: physics learning media in laboratory for senior high school students


Fauzi Bakri, Handjoko Permana, Suci Wulandari, Dewi Muliyati

Universitas Negeri Jakarta (Indonesia)

Received December 2019

Accepted March 2020


Practicum based learning is required to provide opportunities for students in finding and applying concepts by observation. Student worksheets with a discovery learning model and equipped with AR video are needed as a learning tool, so students will be able to have good work in the laboratory and implementation of the practicum is effective. This study aims to produce LKPD (Lembar Kerja Peserta Didik or student worksheet) and AR (augmented reality) media that are videos related to the topic of practicum. The method used in this study is a research and development method with the Dick and Carey model approach. The feasibility test was carried out on the product using a Likert scale instrument. Feasibility test on media experts obtained a score of 89.95%, on material experts, obtained a score of 96.93%, on learning experts at 80% and obtained an average score of 88.96 % with a very proper interpretation. Next, a user trial was conducted on the product with respondents, which are at 54th Senior High School in Jakarta. Trials on teachers obtained a score of 97.61%, and trials on students obtained a score of 87.08%. The limited trials are done by doing pre-test and post-test on students. Limited trial results obtained an average n-gain score of 0.46. Based on the results of the feasibility test, user trials, and limited trials, it can be concluded that the developed student worksheet is very suitable to be used as a learning tool in physics practicum activities in Senior High School in 10th grade.


Keywords – Student worksheet, Augmented reality, Physics learning media.

To cite this article:

Bakri, F., Permana, H., Wulandari, S. & Muliyati. D. (2020). Student worksheet with AR videos: Physics learning media in laboratory for Senior High School students. Journal of Technology and Science Education, 10(2), 231-240.



    1. 1. Introduction

Physics is the base one of technology development. The study in physics requires a learning activity that provided opportunities for students to discover and apply the knowledge they obtain (Nugraha, Kaniawati, Rusdiana & Kirana, 2016). Efforts to cultivate the skills of students can be done through practicum-based learning in the laboratory. Learning laboratory activities can train students’ way of thinking and way of working (Siswono, 2017; Malik, Setiawan, Suhandi & Permanasari, 2017). In laboratory activities, students are actively involved in the processes of observing the object, analyzing, proofing and concluding by themselves about the object or some processes (Nugraha, Utari, Saepuzaman & Nugraha, 2018; Malik, Setiawan, Suhandi, Permanasari & Sulasman, 2018; Kustijono, Jatmiko & Ibrahim, 2018).

In laboratory activities, student worksheets required as a learning guidance tool that make the activities can be done well. Student worksheet in science learning is needed to develop by the teacher based on learning approach, method, and models so that activities are more directed and structured and able to direct students to find new concepts in learning (Fitriana, Yusuf & Susanti, 2016; Riyadi, Ertikanto & Suyatna, 2018). The discovery learning model is one of the learning models that support practicum-based scientific learning that can be applied in the student worksheet. The discovery learning model allows students to build their own knowledge based on data or information obtained through observation (Kustijono et al., 2018; Wartono, Batlolona & Grusche, 2018). Other research states, student worksheets with discovery learning models can guide students to think critically, innovatively and work independently (Sulistia, 2017; Fitriani, Bakri & Sunaryo, 2017; Azizah, Dafik & Susanto, 2018).

In addition to developing technology, studying physics also involves technologies that developed, Augmented Reality (AR) is one of them. AR creates a real object by bridging the virtual and the real world (Wang, Zhang, Xue & Cai, 2018). AR has been used in education to improve the quality of learning (Cai, Wang & Chiang, 2014; Chiu, DeJaegher & Chao, 2015; Rexa, 2018; Hapsari, Mutiara & Handayani, 2015; Bakri, Pratiwi & Muliyati, 2019). AR attachment in the media learning can be used to practice the higher-order thinking skills (Bakri, Ervina & Muliyati 2019; Bakri, Sumardani & Muliyati, 2019). AR packaging in the form of instructional videos of 3-5 minutes duration related to the topic of practicum can provide an overview of the practicum to be carried out and can improve the ability of students to work in the laboratory (Nadelson, 2015; Akçayır, Akçayır, Pektaş  & Ocak, 2016). Based on the explanation above, so this research is developing student worksheets with AR videos for learning physics in the laboratory.

2. Design/Methodology/Approach

The study is the research and development method with the Dick & Carey model approach. This selection is following the statement of Borg & Gall that the educational development model that can be used is the development model of Dick & Carey (Gall et al., 2003).  The Dick and Carey model consists of 10 steps, but this research is limited up to the eighth step (Dick, Carey & Carey, 2015). The steps of this research are: analyzing the need to identify general objectives, analyze learning, analyze characteristics of students, formulating specific learning goals, developing assessment instruments, developing learning strategies, develop products in the form of student worksheet and AR applications, carry out validation, and revising the product. Product development is carried out in the basic physics laboratory and digital media laboratory, Universitas Negeri Jakarta. Product validation is carried out by three experts; media experts, material experts, and learning experts. The product through a limited trial at 54th Senior High School Jakarta.

3. Result and Discussions

3.1. Student Worksheet with the Discovery Learning Model

The result of the student worksheet focused on the Material and Unit Quantities with the practicum title “Measurement”. Figure 1 shows the front, inside and back cover of the student worksheet. The front cover contains the student worksheet title, student worksheet designation, the name of the author, the logo of the agency, and illustrations that illustrate the topics contained in the student worksheet. The inside cover contains the title of the material, practical illustrations, and basic competencies that must be achieved. The back cover contains a synopsis of the whole contents.

A student worksheet is arranged in three stages, namely the preliminary stage, the practicum stage, and the post-practicum stage. A student worksheet is arranged by the discovery learning model based on concept discovery. The steps of the activities compiled in student worksheets are presented in Table 1.







Figure 1. The cover view (a) front cover, (b) inside cover, (c) back cover of the student worksheet




Preliminary stage



Students read and understand the learning objectives which must succeed through practical activities.



Students watch AR videos that appear after being scanned. Students are asked to criticize the video and answer questions related to the video in the initial questions section.

Problem statement


To support students' understanding of the concepts to be learned, this student worksheet is equipped with information on basic theories that are expected to help students find concepts.


Some questions presented in this section are related to the video that has been observed, and some questions are related to the concept. Through videos that have been observed and basic theories that have been read, students are expected to be able to answer, state or identify problems related to the material to be practiced.


Data collection


Students are directed to discuss the tools and materials used in practicum activities following the information in the table.


Students are asked to scan an image with an AR logo to bring up a video that contains an instructional guide to the introduction of tools, the design or preparation of tools and materials, and the operation of tools. After identifying the tools and materials, students work according to the directions in the Practicum Procedure. At this stage, students begin to work to investigate until they find the concept of physics independently by working together in groups.

Data Processing


During practicum activities, students read all the data obtained in the Observation Table. Students group, process, and calculate data obtained during the practicum. The data obtained contains the amount and mass of the irregular objects, as well as the mass and volume of the irregular objects. Students process these quantities to determine the density value of objects.

Post- practicum



After getting the data, students can determine the measurement data, compare data, declare data in diagrams or graphs, do data calculations, determine measurement errors that might occur, and find concepts based on data.