Manuscript received September 7, 2024; revised September 29, 2024; accepted November 4, 2024; published February 11, 2025
Abstract—The presence of technology supports innovative learning in overcoming limited learning problems in discussing abstract material objects. AR is one of the technologies that supports simulation in explaining complex and abstract scientific phenomena. This research aims to design AR with a cognitive conflict model that integrates Science, Technology, Engineering, and Mathematics (STEM) into Newton’s universal law of gravitation. The method used in this research was the stages of the Plomp model design. The research stage includes the design product, self-evaluation, validity, practicality, and effectiveness tests. Data in the research were obtained using validity instruments, practicality instruments, and scientific literacy tests. The product was designed as an AR application in APK format that could be installed on smartphones, containing material on Newton’s universal law of gravitation using a cognitive conflict model approach integrated with STEM concepts. The average validity test result was 0.945, categorized as valid. In the practicality test, one-to-one and small-group evaluations yielded scores of 99.58 and 91.44, categorized as very practical. The effectiveness test results showed a %N-gain improvement in learning outcomes of 59%, categorized as moderate. The results of the paired sample t-test revealed that AR significantly impacted the improvement of students’ scientific literacy abilities. With a cognitive conflict model integrating STEM into Newton’s universal law of gravitation, AR has been validated as valid, practical, and effective. Thus, the developed product has supported practical and effective learning in improve students’ scientific literacy abilities related to Newton’s universal law of gravitation. In further research, other researchers are encouraged to assess effectiveness by incorporating variables related to 21st-century skills and high-level technologies, such as virtual reality and the metaverse.
Keywords—augmented reality, cognitive conflict, scientific literacy, Science, Technology, Engineering, and Mathematics (STEM)
Cite: Fatni Mufit, Wahyuni Satria Dewi, Selma Riyasni, and Muhammad Dhanil, "Augmented Reality with A Cognitive Conflict Model and STEM Integration on Newton’s Universal Law of Gravitation: Does Practicing Practical Learning Support Scientific Literacy?," International Journal of Information and Education Technology, vol. 15, no. 2, pp. 255-271, 2025.