Cognitive Conflict-Based Learning Materials Integrated with Augmented Reality: Is It Practical in Learning Global Warming?

The low understanding of concepts in physics learning is still a common problem, including in the topic of global warming. The use of technology such as augmented reality that has the potential to improve understanding of physics concepts is still rarely applied. One way to overcome this problem is to develop physics teaching materials based on cognitive conflict integrated with augmented reality in global warming learning. This study aims to test the level of practicality of global warming teaching materials products based on cognitive conflict. This study reports the development stages in the Plomp model, especially at the small group evaluation stage. The instrument used in this study was a practicality questionnaire analysed using a percentage technique. The four aspects tested in this study were aspects of ease of use, attractiveness, efficiency and benefits with an average for each aspect in sequence of 91.66; 94.91; 92.78; and 94.99 with very practical criteria. And the average value of the results of the practicality test of the teaching material product reached 93.58 which was very practical. Global warming teaching materials based on cognitive conflict integrated with augmented reality are practical for students in terms of ease of use, attractiveness, benefits and efficiency.