Design and Analysis of Multimedia Mobile Learning Based on Augmented Reality to Improve Achievement in Physics Learning

 Abstract— The incorporation of mobile technology is necessary for physics teachers to improve students’ learning experience. Therefore, this research aimed to develop and analyze mobile learning based on Augmented Reality for physics education in Senior High School. The research employed a mixed-methods approach, which consisted of two stages. First, the use of the research and development (R&D) employing the Instructional Design Analyze, Design, Development, Implementation and Evaluation (ID ADDIE) Model’s, which comprised a series of steps for analysis, design, development, implementation, and evaluation. The second stage is using empirical analysis with limited classes. The validity of the learning device was assessed using an instrument that included aspects of planning, pedagogy, content, and technique. The results of the validation indicated high scores, with an average of 0.91 for planning, 0.94 for pedagogy, 0.96 for content, and 0.90 for technique, thus confirming the validity and reliability of the mobile learning approach for physics education. The empirical analysis conducted revealed a high level of reliability, with an alpha value of 0.82, which resulted in the determination that the mobile learning approach was valid and reliable for physics education. The second stage of the research was the experimental method. Two classes were randomly selected among six classes of student’s grade XI of SMA Pekanbaru, A class was designed as the experimental group, while another served as the control group which both groups consisted of 34 students which was selected based on homogeneity and normality test results. The results of the experiment indicated that multimedia mobile learning based on Augmented Reality can have a positive impact on students’ achievement in physics.


I. INTRODUCTION
Physics is a branch of science that investigates natural phenomena [1], and most of the material is abstract and difficult to describe with certainty [2]. According to Chiappetta [3], science encompasses a way of thinking, a method of investigation, and a collection of knowledge. Furthermore, sciences can be classified into two categories: micro and macro sciences, based on the size of the objects they study [4].
The formation of a positive attitude towards the study of physics involves the development of belief, curiosity, imagination, reasoning, and self-awareness [5]. The results of the 2019 National High School Physics Examination, administered to both public and private school students, Manuscript  The results of the national exam on high school physics, which revealed a low level of achievement among students, indicate the need for an investigation into the difficulties faced by students in their study of physics. The low percentage of correct answers suggests a lack of understanding of the material taught, as many students are only able to solve problems with the aid of examples provided by their teachers.
This research aims to address the difficulties that students encounter in comprehending the concepts of physics, particularly in the area of mechanical waves. This is in line with the findings that physics material can be abstract and challenging to grasp, as evidenced by Depdiknas [5]. A comprehensive literature review has been conducted and it was found that AR can provide 3-dimensional images and integration with objects, as highlighted in [6,7]. The objective of this research is to answer the following research question: 1) How to develop multimedia mobile learning based on AR for the material on mechanical waves? 2) What is the level of validity of multimedia mobile learning based on AR for the material on mechanical waves? 3) What is the level of reliability of multimedia mobile learning based on AR for the material on mechanical waves? 4) Can multimedia mobile learning based on AR enhance students' learning and cognitive skills?
Reality (AR) media enhances the learning experience by combining two-dimensional and three-dimensional animated images in a more realistic manner [15]. This media has the potential to offer a new perspective and mode of learning, making it a promising educational tool [16]. Previous studies have investigated the use of three-dimensional techniques in learning. For example, Virvou and Katsionis's research [17], explored the effectiveness of games in the learning process and found that virtual reality games can be highly motivating and enhance educational outcomes. Similar developments have also been conducted by Gosalia [18], who developed three-dimensional animations for e-learning games.
According to Ismayani [19], the term AR was first coined by Thomas Caudell and David Mizel in 1990 while working at Boeing. AR was defined as the integration of virtual images into the real world. It is a technology that combines computer-generated objects, two-dimensional or three-dimensional, in a natural environment around the user in real-time. The experience displayed helps users to come up with new ideas to adapt to the real world [19].
AR is a technology that combines the real world with the virtual [15]. Azuma [20] defined the term as a combination of real and virtual objects, which can run interactively in more realistic situations. There is integration between objects in three dimensions that are integrated into the virtual or real world.
According to Nasir, AR education has the potential as one of the emerging technologies [8] with great pedagogical potential and are increasingly recognized in line with [1,7,9,[39][40][41][42][43][44]. AR mobile learning-based systems are focusing more on games or simulations [8,19,26,45]. The capabilities of mobile devices, features, properties, such as portability, and social interactivity, simplify reality by bringing in material things. Therefore, the information does not directly affect the user who does not interact directly with the real-world communication, such as streaming video [46].
The Indonesian government, through the Ministry of Research, Technology, and Higher Education in 2017, reported that the number of smartphone users in Indonesia reaches 25% of the total population or 65 million people, [47].
Meanwhile, on its website, the Ministry of Communication and Information of Indonesia wrote a report on the digital marketing research company. Emarketer in 2018 [48,49] stated that the number of active smartphone users was more than 100 million people. The completeness of smartphones with sophisticated operating systems provide users with extensive access in the form of data and information as well as various multimedia contents and interesting applications, including their potential to be used in developing AR.

III. RESEARCH METHOD
The research is a combination of development and experimentation with the ADDIE ID model. It consists of five stages: Analyze, Design, Development, Implementation, and Evaluation. This study focuses on two crucial stages: development of learning media (augmented reality) and the experimental stage. The research procedure and method for developing augmented reality multimedia mobile learning is showed in Fig. 1.   1 shows the two-phase research. The first phase involved the development of AR-based multimedia learning using the ADDIE instructional model. The second phase was an experimental study to evaluate the impact of multimedia learning on physics achievement. AR is a technology with interactive properties in more real-time space and is in the form of three-dimensional animation that combines the real world with the virtual. In its use [21,22], AR requires the aid of electronic devices such as smartphones or tablets with the Android operating system to functions. Its accessibility and ease of use through mobile devices make it a valuable asset for not only teachers but also students in the field of education [23].

A. Multimedia Mobile Learning Development Procedure
The development of multimedia mobile learning by instructional design ADDIE Model's (ADDIE ID Model's) is given in Fig. 2, which is based on Augmented Reality as shown in Fig. 3,

1) Analysis phase (analyze)
The analysis stage focuses on identifying the problem and developing AR learning media. It includes several sub-studies, such as needs and task analysis, which can be described as follows: a) Needs analysis The purpose of the needs analysis is to determine the problems or difficulties and characteristics of high school students in learning about Mechanical Waves in physics, as outlined in the previous background. This stage includes a review of previous research results to identify the problems and their underlying causes.

b) Task analysis
Task analysis is carried out to define the topic and content of AR as a learning media that suits the needs.
This analysis consists of several steps, including the following: 1) Material Structure Analysis It analyzes the core and basic competencies under the development of fundamental problems.

2) Analysis of Learning Objectives
Learning objectives are based on the main problems developed under the core and basic competencies in the 2013 Curriculum.

3) Concept Analysis
It includes making the main concepts that should be in AR learning media. The development of AR learning media is intended to be more coherent and systematic.

2) Design Phase
At this stage, the research designed the learning media according to their needs.

3) Development
This stage is an activity of making learning media. All the steps and components designed are carried out at this development stage to form a complete product per the plan.

4) Implementation
The learning media has been completed at this stage, and its use will be tested. The project is conducted to determine the consistency of the learning media with previous plan.

5) Evaluation
The evaluation stage focuses on identifying any deficiencies and errors in the ADDIE development learning media stage. Based on the evaluation results, the product can be revised to create the desired learning media.
The next step after the five stages is to test the validity of the learning media product. This validation is conducted by experienced physics education experts who act as lecturers. The aim of this validation is to obtain recognition of the feasibility of the learning media. If the learning media is found to be valid, it will be revised and finalized to produce the final product.

B. Mobile Learning Experimental Procedure
Experimental research was conducted to assess the impact of multimedia mobile learning on students' learning and cognitive skills. According to Creswell [51], a Quasi Experiment was carried out. This type of experimental research, known as Quasi Experiment, has a nonequivalent control group design, as shown in Table I.   The instrument used for data collection is a validation sheet of educational game learning media adapted from the instrument made by Retnawati [52] and the validation assessment items can be seen in Table IV. The letters used are appropriate or easy to read 3.
Images in the media according to the content 4.
The images used help students' to understanding 5.
The images used help with learning 6.
The colours used are suitable for reading 7.
The sound used is appropriate or not disturbing 8.
The buttons or signs used are easily recognizable 9.
The positioning of text, graphics, video and markers is Consistent 10.
Software instructions and user guide is Complete Aspect -2 : Pedagogy 11.
Teaching competencies are clearly written 12.
Teaching competencies can be achieved 13.
Competency formulation becomes a guideline for media users 14.
Topics according to competencies 15.
Presentation of topics attracts students' attention 16.
The information conveyed is easy to understand 17, This media encourages students to think creatively 18.
Presentation the material is organized and easy to follow 19.
Examples and exercises given are in accordance with the material 20.
Learning methods are suitable for multimedia learning Aspect -3 : Content 21.
Learning materials are in accordance with the Curriculum K- 13 22. Learning materials are in accordance with the competence 23.
Learning materials are appropriate to the level of students' abilities 24.
Learning materials are appropriate de for students' basic knowledge 25.
Lesson materials contain an educative value 26.
Lesson materials are accompanied by exercises 27.
Exercises according to the topic of the lesson 28.
Lesson materials are accompanied by formative tests 29.
Lesson materials are accompanied by summative tests 30.
Formative tests and summative tests according to lesson materials Aspect -4 : Technical 31 Users can control the learning process 32.
Media has many branches to other parts 33.
Users do not get stuck while browsing the media 34.
The journey of presenting media content is easy to follow 35.
There is more than one acquisition of information 36.
Users can easily find the information they need 37.
Users can exit the media whenever they want 38.
Software easy to use (operate) The questionnaire assessment category uses a Likert Scale [51] which is presented in Table V  Determine the calculated validity value using the following Aiken's V [54] formula:  Table  VI. From the calculation of the results, an item or device can be categorized based on its index. Furthermore, when the index is equal to 0.4, 0.4-0.8 and greater than 0.8, it is stated to be less valid, moderate validity, and very accurate [52,54,55], respectively, in line with Anggraini et al.'s researches [56]. Therefore, learning media is declared valid and feasible to use when the assessment indicators on the validity instrument have Aiken's V validity coefficient value >0.4 [56].

A. Result of Development of Research Stage
This result is based on the Instructional Design ADDIE Model, which includes the Analysis, Design, Development, Implementation, and Evaluation stages.
The analytical phase found that the need for this research arose from students' poor understanding of physics concepts, as evidenced by their low scores on the National Exam. In 2019, only 45.23% of students at State and Private SMA levels answered Physics questions correctly. This is lower than in 2017 (48.67%) and higher than in 2018 (44.00%). The lowest scores were in wave material, with 44.67% correct answers in 2017, declining to 40.61% in 2018, then rising to 44.42% in 2019. This suggests that using multimedia and mobile learning methods could improve students' performance in Physics.
Results of the designing stage as shown in Figs. 4-11  Meanwhile, to be able to see the appearance of the mechanical waves in the form of Augmented Reality, a system was designed as shown in Fig. 8. The system described in Fig. 8 is compiled to form an application (APK) and installed on a cellphone as shown in Fig. 9.
The application as described in Fig. 9 is called multimedia mobile learning based on Augmented Reality application. This study is called Multimedia Mobile Learning based on Augmented Reality (AR)    The validation results on the design aspect were calculated using Aiken's V formula presented in Tables VII-X.   Cronbach's Alpha value is reliable when greater than 0.7 (> 0.7) [58,59], and the value based on Table IV with the total number of 20 items is = 0.908, greater than 0.7. Therefore, the media is stated to be reliable following the results of media assessment analysis through questionnaire items [56,60].

B. Results of the Experimental Stage
Data on learning outcomes in the experiment and control classes were collected from 34 experimental class students by administering a pre-and post-test consisting of 25 questions. The results of the experimental class is showed in Table XII   The paired sample t-test analysis reveals that the improvement in learning outcomes in the experimental class is significantly different from that of the control (sig. < 0.05). It can therefore be concluded that the use of AR-based learning media can enhance students' understanding of mechanical wave content, as supported by previous researches [3,[21][22][23][24][25][26][27][28][29][30][31][32].

V. CONCLUSION
Based on the results of the research and discussion that has been carried out, it was found that interactive multimedia mobile learning based on augmented reality (AR) was developed using the ADDIE Instructional Design Model (ADDIE ID Model's) learning which includes four aspects, namely aspects of design, pedagogy, content and techniques. The results of the expert validity analysis show that the interactive multimedia Mobile Learning based on AR is valid in terms of design, pedagogy, content and techniques. While the results of empirical analysis show that interactive multimedia mobile learning based on AR is valid and reliable in terms of design, pedagogy, content and techniques. The results of experiments on learning in class show that interactive multimedia mobile learning based on AR can improve students' physics learning outcomes. This interactive multimedia Mobile Learning based on AR is effective in improving student physics learning outcomes.