Augmented Reality as Learning Media: The Effect on Elementary School Students’ Science Processability in Terms of Cognitive Style

Abstract

This research aimed to determine whether there is an effect of using Augmented Reality media on the science process ability of elementary school students in terms of cognitive style. The method used in this research was experimental. Data were processed using a two-way Anava test technique, with a data analysis design using a treatment by level 2x2 design with a cognitive style moderator variable. The research result showed significant differences in the learning outcomes of science process ability between groups of students who take lessons using augmented reality media and groups of students who take lessons with multimedia media. Then, there was also an interaction effect between Augmented reality and cognitive style on learning outcomes of science process ability and there were differences in learning outcomes of science process ability between groups of students who have an independent cognitive style field and dependent cognitive style field.