PENGEMBANGAN FLIPBOOK INTERAKTIF BERBASIS AUGMENTED REALITY UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN METAKOGNITIF

Abstract

The excretory system topic in biology education is often perceived as abstract and difficult to visualize, which negatively impacts students' critical thinking and metacognitive skills. This study aims to develop and examine the effectiveness of an interactive flipbook based on Augmented Reality (AR) integrated with the Problem-Based Learning (PBL) model in enhancing the critical thinking and metacognitive skills of Grade XI students on the excretory system topic. The study employed a Research and Development approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), combined with a quasi-experimental non-equivalent control group design involving 42 students. Data were collected through expert validation questionnaires, a critical thinking test based on Ennis indicators, and the Metacognitive Awareness Inventory (MAI), and subsequently analyzed using the Mann-Whitney test, N-Gain, effect size, and Pearson correlation. Validation results indicated that the flipbook was highly feasible for use (media expert: 85.5%, content expert: 82.7%, language expert: 90%). The experimental group demonstrated a greater improvement in critical thinking skills (N-Gain = 0.70, high category) compared to the control group (N-Gain = 0.39, moderate category), with a statistically significant difference (Mann-Whitney p = 0.001) and a large effect size (d = 0.80). Students' metacognitive skills also exhibited a positive profile, with the highest scores recorded in declarative knowledge. Correlation analysis revealed a positive and significant relationship among the variables, with the strongest correlation observed between metacognition and critical thinking (r = 0.574). Student and teacher responses toward the media were highly positive (88.17% and 90%, respectively). With its key features  including AR barcodes, physiological mechanism videos, concept tables, visual practicum activities, and an evaluation system with feedback the flipbook effectively enhanced students' critical thinking and metacognitive skills in biology learning.

ABSTRAK

Materi sistem ekskresi dalam pembelajaran biologi sering dipandang abstrak dan sulit divisualisasikan, sehingga berdampak pada rendahnya keterampilan berpikir kritis dan metakognitif peserta didik. Penelitian ini bertujuan untuk mengembangkan dan menguji efektivitas flipbook interaktif berbasis Augmented Reality (AR) yang diintegrasikan dengan model Problem Based Learning (PBL) dalam meningkatkan keterampilan berpikir kritis dan metakognitif peserta didik kelas XI pada materi sistem ekskresi. Penelitian menggunakan metode Research and Development model ADDIE (Analysis, Design, Development, Implementation, Evaluation) yang dipadukan dengan desain quasi-experiment non-equivalent control group pada 42 peserta didik. Data dikumpulkan melalui angket validasi ahli, tes berpikir kritis berbasis indikator Ennis, dan Metacognitive Awareness Inventory (MAI), kemudian dianalisis menggunakan uji Mann-Whitney, N-Gain, effect size, dan korelasi Pearson. Hasil validasi menunjukkan flipbook sangat layak digunakan (ahli media 85,5%, ahli materi 82,7%, ahli bahasa 90%). Kelas eksperimen mengalami peningkatan keterampilan berpikir kritis lebih tinggi (N-Gain 0,70, kategori tinggi) dibandingkan kelas kontrol (N-Gain 0,39, kategori sedang), dengan perbedaan signifikan (Mann-Whitney p = 0,001) dan effect size besar (d = 0,80). Keterampilan metakognitif siswa juga menunjukkan profil positif, dengan skor tertinggi pada pengetahuan deklaratif. Analisis korelasi menunjukkan hubungan positif dan signifikan antarvariabel, dengan korelasi terkuat antara metakognitif dan berpikir kritis (r = 0,574). Respon siswa dan guru terhadap media tergolong sangat positif (88,17% dan 90%). Dengan karakteristik flipbook memuat barcode AR, video mekanisme fisiologi, table konsep, parkatikum visual, dan system soal evaluasi dengan umpan balik efektif meningkatkan keterampilan berpikir kritis dan metakognitif siswa pada pembelajaran biologi.