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Journal : Best : Journal of Applied Electrical, Science and Technology

Utilization Of Augmented Reality In Automotive Subjects For Basic Competencies Of Four-Wheeled Vehicle Brake Systems Muhammad Farkhan; Endang Setyati; Francisca Haryanti Chandra
BEST Vol 3 No 2 (2021): BEST
Publisher : Program Studi Teknik Elektro Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/best.vol3.no2.4243


In automotive learning, teachers generally use books and teaching aids as learning media. Automotive learning outcomes show the low value of learning outcomes. Thus a learning media is needed that can help improve learning outcomes. One way to overcome this problem is to use learning media that utilize augmented reality technology. In this study, a learning media using augmented reality technology based on android was developed to simulate the brake system on four-wheeled vehicles in 3 dimensions. The Augmented Reality work system used is marker based tracking, and uses 3D Max software and the Vuforia plug-in. In terms of pedagogy, this learning system uses the Modality Principle. Participants are class XI students of SMK YPM 4 Taman. This research uses experimental research. The students involved were 44 students divided into 2 groups, with each group consisting of 22 students. Both groups received a pre-test and a post-test. The experimental group was given treatment with Augmented Reality-based learning media, while the control group did not use conventional learning media. After making comparisons, the results show less than optimal due to the pandemic period. The results showed that the pre-test result between the control group and the experimental group was 49.32, and the post-test result for the control group was 62.73, while for the experimental group it was 73.18. So that from the difference in the difference in post-test scores between the experimental group and the control group shows that the treatment factor by providing Augmented Reality-based learning media in the experimental group has an influence. From observations and interviews, students were more active in learning activities and students were eager to take part in learning. This proves that students are interested in this media which can generate motivation to learn.