FRAMEWORK FOR AN APPLIED PHYSICS LEARNING MODULE INTEGRATING STEM AND AUGMENTED REALITY

Abstract

Purpose – This study addresses the limited quality of Applied Physics learning, which remains largely theoretical and lacks authentic contextual learning experiences for pre-service physics teachers. Integrating Augmented Reality (AR) and STEM through the Applied Physics (PhyARECi-STEM) learning module has the potential to address this need. However, the design of existing STEM learning modules remains suboptimal due to limited expert validation. Therefore, this study aims to develop a framework for the PhyARECi-STEM learning module as a foundation for an innovative 21st-century module. 

Methodology – This study employed the Fuzzy Delphi Method (FDM). A total of 31 experts were selected through purposive sampling. Data were collected using a valid and reliable questionnaire and analyzed using fuzzy statistical techniques. 

Findings – The findings identified 10 validated fundamental elements of the PhyARECi-STEM learning module, comprising learning outcomes (B.6), learning content (C.5), learning processes (D.1.1, D.2.1, D.2.2.2, D.2.3.3, D.3.2, D.4.1), and learning assessment (E.1.1, E.2.3). All fundamental elements achieved expert consensus exceeding 75%, resulting in validated framework with the potential to support physics problem-solving skills and scientific creativity of pre-service physics teachers.

Novelty – This study proposes a learning module framework constructed from systematically validated fundamental elements and grounded in established educational theories. 

Significance – This study provides practical guidance for lecturers and researchers in designing contextual, integrated, and systematic Applied Physics learning. It also strengthens the theoretical foundation for developing the learning modules for pre-service physics teachers and contributes to 21st-century Applied Physics pedagogy.