Effectiveness of Augmented Reality with Cognitive Conflict Model to Improve Scientific Literacy of Static Fluid Material

Abstract

Augmented reality is becoming a commonly used technology today to present real-world phenomena such as conditions. The reliability of this technology is suitable for training scientific literacy because scientific literacy is related to the ability to explain, interpret, and investigate phenomena scientifically. This study aims to determine the effectiveness of augmented reality with cognitive conflict models to improve scientific literacy of static fluid materials. The study used a quasi-experimental design involving 36 students in the control group and 36 students in the experimental group. Static fluid material literacy test instruments are used to measure students’ abilities. The results of research through the Mann-Whitney test showed a significance value Sig (2-tailed) <0.05, which informed that there is a significant effect of learning by utilizing augmented reality with cognitive conflict model compared to conventional learning.