The Effectiveness of Augmented Reality-Assisted E-Module in Improving Students Digital Literacy in High School Biology Learning

This study aims to determine the effectiveness of augmented reality (AR)-assisted e-modules to improve digital literacy for students in high school Biology learning. This study uses a quantitative method with a Quasi Experimental non-equivalent control group design . The respondents in this study were high school students in Aceh Province, Indonesia, as many as 96 students consisting of 49 students in the control group and 47 students in the treatment group. Data collection uses a digital literacy questionnaire with the Likert Scale through pre-test and post-test activities. Improving students' digital literacy using N Gain criteria. The data normality test uses the Kolmogorov-Smirnov Test. Data homogeneity test uses the Levene Test. If the data has been distributed normally and homogeneously, then the ANCOVA test continues. Data analysis uses SPSS version 24.0. The test results are used as the basis for making hypothesis decisions. The results showed that the corrected average score of digital literacy in the control class (68.465) was lower than the average score of digital literacy in the treatment class (78.877). Based on ANCOVA analysis, students' digital literacy obtained a significant score of 0.000 or a p value of <0.05, so it can be said that there is a difference in students' digital literacy in the control and treatment classes. This means that learning through AR-assisted e-modules using the PBL model has a better influence on students' digital literacy than PBL alone. Further research can be carried out by implementing AR-assisted e-modules at each school level to determine students' critical thinking skills, creativity, and learning outcomes.