AR-Ethics: Developing Augmented Reality Media Based on Moral Ethics to Increase High School Students’ Learning Motivation

Abstract

Background. The transformation of global digital technology is in line with the increasing cases of juvenile delinquency in East Java, while education still focuses on cognitive aspects and pays less attention to students’ moral aspects.

Purpose. This research aims to develop Augmented Reality (AR)-based learning media that contains moral ethics and test its effectiveness on high school students’ learning motivation.

Method. The study used the Lee & Owens Research and Development model approach, combining a quasi-experimental nonequivalent control group design, involving 41 high school students in East Java (Class A=20 as the experiment, Class B=21 as the control). Data were analyzed using N-Gain and Independent Sample t-test.

Novelty. Unlike previous AR research, which generally focused on cognitive subjects (mathematics, science, and social studies), this study strengthens the integration by integrating AR into the affective domain, namely moral ethics education.

Results. The product was declared highly feasible based on expert validation (average score 4.3/5.0). The experimental group showed a moderate increase in learning motivation (N-Gain=0.58) compared to the low control group (N-Gain=0.18), with a significant difference (t=4.12; p=0.001).

Conclusion. AR media contains appropriate moral ethics and effectively increases high school students’ learning motivation, although generalization is still limited given the small sample scale.