Visual, Auditory, Reading, Writing, and Kinesthetic learning models assisted by Augmented Reality for problem solving of elementary school students

Nuhyal Ulia, Rida Fironika Kusumadewi, Mohamad Haryono, Tri Defita Hasan, Arifatul Azibah

Abstract


The purpose of this study was to test the effectiveness of the Visual, Auditory, Reading Writing, and Kinesthetic (VARK) learning model assisted by augmented reality (AR) on problem-solving. Learning models that can facilitate students' diverse learning styles are very much needed and are combined with augmented reality as part of the development of technology that is interesting for students so that student problem solving. Problem solving increases as one of the high-level thinking skills that are very important for students to have. The formulation of the problem in this study is whether the VARK learning model assisted by AR is effective on the problem-solving of elementary school students? This study uses quantitative research with a quasi-experimental design consisting of a control group and an experimental group. The data collection technique used is a problem-solving test. The study was conducted at an elementary school in Central Java Province. Data analysis used in the form of normality tests, homogeneity tests, independent t-tests, and paired t-tests. The results of the study indicate that the VARK learning model assisted by AR is effective, as shown by the results of the independent t-test, which obtained a significance value of 0.00 less than 0.05 and the results of the paired sample T-Test stated a sig value = 0.000 <0.05, meaning that students who take part in learning with the VARK model assisted by AR are better than students who receive conventional learning and problem-solving can increase.

Keywords


VARK learning model (Visual Auditory, Reading writing, and Kinesthetic); Augmented Reality (AR); Problem Solving; Elementary School

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