The Development Of Mobile Augmented Reality(AR) Application To Enhance Higher Order Thinking Skill(HOTS) Of High School Student

The quality of education can be seen from the results of student learning.Achievement of Indonesian student learning outcomes,especially in science,is still below the international average(Hanum et.al,2021).The Programmed Study for International Student Assessment(PISA)study report also showed that Indonesia ranked 38th out of 41 participating countries in 2000.In 2003,Indonesia ranked 38th out of 40 participating countries.In 2006 the number of participating countries increased;Indonesia ranked 50 out of 57 countries.Whereas in 2009,Indonesia ranked 60 out of 65 countries,and in 2012 was ranked 64 out of 65 countries(OECD,2014).TIMSS 2018 result in the field of science show that Indonesia has scored 396.this value in below the International is in below the international average value of 489(OECD,2018).The achievement of Indonesian students at TIMSS in 2018 did not improve.Fixing these problems requires the efforts of various parties,especially educators themselves.Furthermore,creative innovations for the realization of educational goals must be made.According to Taufik Amir(2009),educators must also be innovative to run educational institutions' innovation in the teaching-learning process started from the methods and techniques,the media used,and other things supporting it.Augmented Reality is one of the new educational technologies that educational researchers have recognized.Augmented Reality is instrumental in improving the teaching and learning process because it has aspects of visualization that can arouse students'interest to concretely understand the material delivered through three-dimensional visual representation by involving user interaction frame Augmented Reality(Wibisono,201 1).There is a little research found out that mobile Augmented Reality enhances Higher-Order Thinking Skills students.These research gaps require further investigation.The general purpose of this research to produce learning media that can enhance student's Higher-Order Thinking Skills.This research was conducted in two stages:developing a valid mobile Augmented Reality and examining the mobile Augmented Reality's effect on Higher-Order Thinking Skills.The research methodology involves two research design types:Research and Development(R&D)using ADDIE model to achieve the Mobile Augmented Reality objectives and a quasi-experimental design with a non-equivalent control group pre-test/post-test design to determine the effect of Mobile Augmented Reality on students'Higher Order Thinking Skill.This ADDIE model consists of 5 components.Phase 1(Analysis):The steps are:analyzing students;defining teaching materials;determine the goals to be achieved,and decide which media to use,decide what material to make,and how to apply the basic principles used to improve Higher-Order Thinking Skills.Phase 2(Design):In this design phase,researchers determine ways to present learning content based on learning objectives to enhance Higher-Order Thinking Skills.This research begins with creating the History Board,three-dimensional object design,markers,and modules.This design is evaluated to fit the problem analysis.Phase 3(Development):The researchers developed the Mobile Augmented Reality(AR)Application based on the previous stage design,then it was created using the Unity application.Afterward,the experts involved in the Mobile Augmented Reality validation phases are three lecturers and three experienced teachers.Four aspects are assessed:Design Aspect,Pedagogical Aspects,Learning Aspects,and User Ease Aspects.Phase 4(Implementation):Mobile Augmented Reality is implemented in the teaching-learning process.Design an unequal quasi-experimental pre-post study to test mobile Augmented Reality's effect on students' Higher-Order Thinking Skills.This study involved 70 students of senior high school divided into experimental classes and control classes.Students in these two groups are given a pre-test and a post-test to determine their Higher-Order Thinking Skills students' effects.Phase 5(Evaluation):The evaluation phase aims to evaluate the product's quality and the teaching process before and after implementation.Data analysis was performed using SPSS24 software and analyzed using descriptive statistical analysis and inference.The study's findings showed that this Mobile Augmented Reality has been declared valid,with a score of 3.55 or using a Likert scale is 88.73%,with a high category,so it can then be used in class.Furthermore,the experimental class given treatment showed a very high and significant increase with N-gain=79.1 8%higher than the control class with N=25.64%.Therefore,this study recommends applying mobile Augmented Reality in the learning process to improve student's Higher-Order Thinking Skills.In school,the use of Mobile Augmented Reality will help students improve their Higher-Order Thinking Skills.Since augmented Reality's most valuable benefit is its innovative opportunity to build mixed learning experiences using a combination of visual and physical objects,skills like critical thinking,problem-solving,and communication can be quickly developed by shared exercises,and students' interest improves as a result of their use of this technology and experience with it.Students may use this technique to collect,process,and recall knowledge.One of the most effective teaching and learning approaches is to use Mobile Augmented Reality in the classroom and provide students with teaching materials;students can virtually solve science problems using Augmented Reality.They can see and appreciate everything when they are used to everything in its natural state.As a result,the student's Higher-Order Thinking Skills are improved,and they can learn new skills.