Annals of R.S.C.B., ISSN:1583-6258, Vol. 25, Issue 4, 2021, Pages.

15749 - 15756
Received 05 March 2021; Accepted 01 April 2021.

The Effectiveness of Learning Media Based on Augmented Reality

in Vocational Education: A Meta Analysis

Akrimullah Mubai*, Giatman, Nizwardi Jalinus, Syahril, Rijal Abdullah

Faculty of Engineering, Universitas Negeri Padang, Indonesia
*
Corresponding Author : akrimullah95@gmail.com

Rapid technological developments can be used to meet the needs of instructional media in vocational
education. The learning media needed in vocational education can at least facilitate independent
learning in encouraging critical thinking and practical skills. This study aims to discuss the
effectiveness of learning media based on Augmented Reality (AR) in vocational education that has
recently been developed. The method used in this study is a meta-analysis method with secondary
data types. This data is in the form of post-test scores for the control and experimental classes derived
from research articles using AR-based learning media in vocational education. The number of articles
reviewed was 11 articles where the data obtained were calculated using the Effect Size formula. The
calculation results interpret that AR-based learning media has a high effect in influencing learning
outcomes in vocational education. Thus, AR-based learning media is valid to be used in the vocational
education learning process to produce graduates who are able to work on a job or create the job itself.

Keywords: Meta Analysis, Augmented Reality, Vocational Education;

INTRODUCTION
The industrial revolution 4.0 has had a significant impact on the order of human life.
This industrial revolution moves human life towards the era of socio-digital technology, all of
which are unlimited with connections and automation that utilize computerized technology
and information systems (Ghufron, 2018; E Tasrif et al., 2019). This raises a new challenge
for all aspects of the world (Jalinus et al., 2021; Prisecaru, 2016; Puspita et al., 2020; Asnur,
et al, 2020; Silalahi et al, 2021; Heriyadi et al, 2021; Nofrianto et al, 2020; Viriani et al,
2020).
In answering all the challenges posed by the 4.0 industrial revolution, a preparation is
needed. This preparation can be carried out by encouraging intense changes in various sectors
of life, especially in the education sector (Kiryakova et al., 2018; Shahroom & Hussin, 2018).
This is because the education sector will produce competent humans, with these
competencies all resources can be maximally utilized, so that this revolution has a beneficial
impact, (Ramdani et al., 2019).
The education sector can be realized in the form of a learning process. Learning is a
process of correlating students with educators using media and learning resources in a
learning ecosystem (Depdiknas, 2003).Learning resources can be in the form of learning
media. A media can be said to be a learning media if it is able to transmit learning
information from information sources to recipients of the learning information (Arsyad,
2019).
Effective learning media will determine whether or not learning information is conveyed
properly to students which will later affect student learning outcomes (Ramli, 2015). Student
knowledge will be more abstract if learning only uses media with verbal language, so that
later it will cause differences in perceptions between students and educators. Knowledge will

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Annals of R.S.C.B., ISSN:1583-6258, Vol. 25, Issue 4, 2021, Pages. 15749 - 15756
Received 05 March 2021; Accepted 01 April 2021.

be more concrete if learning uses media that provides direct experience in learning, this is
because it involves all human senses, Edgar Dale in (Arsyad, 2019).
Effective learning media will also be able to encourage students to learn independently,
so that they can form student-centered learning (Daryanto, 2016; Kanti et al., 2018). For this
reason, in realizing effective learning media, it is necessary to use a technology. One of these
technologies is virtual technology which is one of the products of the 4.0 industrial revolution
(Ma & Liu, 2016). This technology was chosen because virtual technology is able to
accurately represent real objects in providing information (Kuijpers, 2017). Which is one
example of virtual technology, namely Augmented Reality (AR).
AR technology is a concept that combines digital information into a virtual
environment and is displayed in real time (Abdul & Triwahyuni, 2013). AR technology uses
objects as markers to display 3D images, video, audio, text, and visuals, so that this
technology is able to display practical tools and materials in virtual 3D and even video
simulations in learning, (Mubai, Rukun, Giatman, et al., 2020). The example of AR media-
based learning media is presented in Figure 1.

Figure 2. AR-Based Learning Media, (Mubai, Rukun, Tasrif, et al., 2020)

The use of markers in AR technology can be a unique print-based image or not
(Kamelia, 2015). In the form of printed markers can be in the form of books, jobsheets or
others as shown in Figure 2. Whereas non-printed markers can be in the form of marker
files that are displayed on a monitor to be scanned. The use of AR-based media in
addition to providing independent learning facilities, but also can be used independently
and mobile anywhere and anytime.
Assessing the advantages of AR-based learning media that accommodate student-
centered learning in the era of the industrial revolution 4.0, then this learning media is
very relevant to be used in the learning process in vocational education. This need is
because vocational education will later produce graduates who can work in a job or
create the job themselves, so it needs critical thinking skills, practical skills and the use
of technology in accordance with their fields (Ghufron, 2018). Therefore this research
will examine the effectiveness of instructional media in vocational education.

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Annals of R.S.C.B., ISSN:1583-6258, Vol. 25, Issue 4, 2021, Pages. 15749 - 15756
Received 05 March 2021; Accepted 01 April 2021.

METHOD
The method used in this study is the meta-analysis method which is a quantitative
statistic to systematically combine the results of previous research to arrive at a complete
conclusion about a research topic (Cohen et al., 2018). In this meta-analysis the data used are
secondary data. Secondary data in this study came from the post-test scores of the
experimental and control classes in research articles that used the Research and Development
(R&D) type of research with AR-based learning media in vocational education.
The research articles used come from national and international journals from 2017 to
2020. The number of research articles used was 11 articles from research using AR-based
learning media in vocational education. Then the data that has been obtained is calculated
using the effect size formula. The effect size formula is as follows.

Information:
ES = The effect size value
Me = The mean value of students from the experimental class
Mc = The mean value of students from the control class
SD = The value of the pooled standard deviation

Furthermore, to obtain the pooled standard deviation value, it can be calculated using
the SD pooled formula. The pooled SD value obtained, then the average value of the
experimental class values is reduced by the average control value, then divided by the
standard deviation. The calculation results will get a value, which is then interpreted by the
effect size category table, which later on based on the results of this interpretation the effect
category of a treatment is obtained. In this case, the treatment is the use of AR-based learning
media in various fields of vocational education.
Table 1. Effect Size Criteria
Effect Size Value Range Effect level description
0,00 – 0,20 Very low
0,21 – 0,50 Low
0,51 – 1,00 Intermediate
> 1,00 High
Source : (Cohen, L., Manion, L., & Morrison, 2007)

RESULTS AND DISCUSSION

After conducting a review on 11 research articles using AR-based learning media in
vocational education, post-test data were obtained. The post-test data comes from the learning
outcomes of the control and experimental classes in R&D research obtained from research
articles in various fields of expertise in vocational education. The data obtained is presented
in table 2.

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Annals of R.S.C.B., ISSN:1583-6258, Vol. 25, Issue 4, 2021, Pages. 15749 - 15756
Received 05 March 2021; Accepted 01 April 2021.

Table 2. Meta Analysis Data

Post Test
No. Author Year Title
Eks Kon
Urip Muhayat Wiji Pengembangan Media Edukatif Berbasis
Wahyudi, Hari Augmented Reality untuk Desain
1 2017 92,75 85,40
Wibawanto & Wahyu Interior dan Eksterior(Wahyudi et al.,
Hardyanto 2017)
Pengembangan Magic Book Berbasis
Augmented Reality Pada Mata Pelajaran
Rendy Adi Wibowo
2 2017 Komputer dan Jaringan Dasar di SMKN 62,5 52,60
and Yeni Anistyasari
2 Lamongan (Wibowo & Anistyasari,
2017)
Hakkun Elmunsyah, Influence of Augmented Reality on the
3 Wahyu Nur Hidayat, 2019 Achievement and Student Learning 57,40 52,80
and Khoirudin Asfani Independence (Elmunsyah et al., 2019)
Ketut Agustini, Gede Visualizing The Stages Of The
Saindra Santyadiputra, Educational Research Methodology Into
4 2019 84,00 60,00
and Nyoman Animation Infographics For Vocational
Sugihartini Students (Agustini et al., 2020)
I-Jui Lee, Ting-Chun The Application of AR Technology to
5 Hsu, Ten-Li Chen, and 2019 Spatial Skills Learning in Carpentry 75,00 58,33
Meng-Cong Zheng Training (Lee et al., 2019)
Augmented Reality Based Learning
Ilham Brilian, Andika
Media as Interactive Learning
Bagus Nur Rahma
6 2020 Innovation to Enhanced Vocational 80,47 73,70
Putra, Syarif Suhartadi,
School Learning Outcomes (Brilian et
and Partono
al., 2020)
Pratama Benny The effectiveness of Augmented Reality
Herlandy, Fauzan based Learning on Vocational
7 2020 70,09 59,04
Azim, Nuur Wachid Competencies of Vocational School
Abdul Majid Students (Herlandy et al., 2020)
Sintha Wahjusaputri, Developing The Teaching Factory
8 Elin Marlina, Siti 2020 Learning Media In A Public Vocational 67,00 54,50
Latifah High School (Wahjusaputri et al., 2020)
Pemanfaatan media pembelajaran
Elfi Tasrif, Akrimullah berbasis augmented reality
9 Mubai, Asrul Huda, 2020 menggunakan aplikasi Ar_Jarkom pada 73,16 69,25
and Kasman Rukun mata kuliah instalasi jaringan komputer
(Elfi Tasrif et al., 2020)
Mochammad Machlul Penerapan Teknologi Augmented
Alamin, Hendrawan Reality Untuk Pembelajaran Gerbang
10 2020 81,17 70,17
Armanto, and Indra Logika Pada Mata Pelajaran Sistem
Maryati Komputer (Alamin et al., 2020)
Augmented Reality (AR)-Based
Mubai, A, Rukun, K ., Learning Media on the Subject of
11 2020 71,79 60,92
Tasrif, E ., Huda, A Computer Network Installation (Mubai,
Rukun, Tasrif, et al., 2020).

In order to facilitate posttest data analysis, the posttest collection is presented in

graphical form. The graph of the post-test collection is presented in Figure 2.

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Annals of R.S.C.B., ISSN:1583-6258, Vol. 25, Issue 4, 2021, Pages. 15749 - 15756
Received 05 March 2021; Accepted 01 April 2021.

Post-Test Value Data

100
90 92.75
85.40 84.00
80 80.47 81.17
75.00 73.70 73.16
70 70.09 67.00 69.25 70.17 71.79
60 62.5 60.92
57.40 60.00 58.33 59.04
54.50
50 52.60 52.80
Experiment
40 Control
30
20
10
0
1 2 3 4 5 6 7 8 9 10 11

Figure 2. Meta Analysis Data Tabulation

The data on the post-test scores of the experimental and control classes that have been
obtained are then calculated using the effect size formula. The calculation results obtained the
experimental class mean score of 74.12, the control class mean score was 63.34, the pooled
standard deviation was 10.16 and the final score was 1.06. The value of 1.06 if interpreted by
the effect size criteria table, then AR-based learning media has a high effect on learning
outcomes.
The high effect of AR-based learning media on learning outcomes in vocational
education is because this media is inseparable from good abstraction, mobility, and
independence. For the level of abstraction of AR-based learning media, it can be seen from
the cone of Edgar Dale's experience (Arsyad, 2019). Based on this cone, AR-based learning
media are categorized in the category of learning media that can present artificial objects or
observations that are under the category of direct experience. The resulting artificial objects
are in the form of virtual 3D objects and learning videos, so that AR-based learning media
has low material abstraction.
AR-based learning media is made in a mobile application such as Android or IOS that
runs on a smartphone device (Adami & Budihartanti, 2016).Using smartphones as learning
media can facilitate independent learning with good mobility and interactivity, (Arjuna et al.,
2020; Hendikawati et al., 2019). The ability of AR technology media in presenting practical
tools and materials in the form of 3D virtual objects and learning videos makes the
independence of learning media strong (Mubai, Rukun, Tasrif, et al., 2020; Suhandi et al.,
2009).
In addition, AR-based learning media can be the best option in distance learning
methods, because this virtual media can be used in online or offline-based learning such as in
the Blended Learning learning model (Jalinus et al., 2021). Especially due to the current state
of the Covid-19 pandemic, AR-based learning media is the right choice to use in learning
without having to spend a lot of money on learning.

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Annals of R.S.C.B., ISSN:1583-6258, Vol. 25, Issue 4, 2021, Pages. 15749 - 15756
Received 05 March 2021; Accepted 01 April 2021.

CONCLUSION
AR-based learning media has a high effect on learning outcomes in various majors in
vocational education. This is based on the results of the research data calculation which
obtained an effect size of 1.06. The value of 1.06 has a high effect interpretation of AR-based
learning media on learning outcomes in vocational education. High effectiveness in AR-
based learning media is influenced by this media which has good abstraction, mobility, and
independence. This makes AR-based learning media very appropriate for use in the
vocational education learning process to produce graduates who can work at a job or create
the job itself. Especially for learning in pandemic conditions which limit learning to be
carried out face-to-face offline.

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