Virtual – Augmented Reality (VAR) for Science Learning: Development and Impact on Students' HOTS Skills

Abstract

This study focuses on the role of innovation in educational technology, especially the use Virtual – Augmented Reality (VAR) at the junior high school level. The COVID-19 pandemic has widened the existing gap associated with technology and learning, calling for the need to provide interactive learning tools to develop students’ higher-order thinking skills (HOTS). This study aimed to design and determine the effectiveness of VAR learning tools on students’ HOTS skills. The research method used was Research and Development (R&D) using the Alessi and Trollip model, which includes three steps: planning, design, and development. The research population consisted of 242 junior high school students from Surakarta City, Indonesia, who were recruited through cluster sampling. Observations, interviews, and product feasibility questionnaires were used as instruments. The results showed that the students’ HOTS skills improved significantly with the use of VAR-integrated learning tools in science subjects. The learners’ mean scores on the post-test had a marked rise as opposed to the pre-test, signifying the effectiveness of the medium in greatly augmenting HOTS skills. This study suggests that VAR-based learning tools can be used as an effective means to overcome the digital divide and improve the quality of education by developing students' higher-order thinking skills, which are essential for 21st century learning.