Development of Augmented Reality-Based Digital Teaching Materials on Optical Instruments to Enhance Conceptual Understanding and Project Skills

Students often struggle with conceptual understanding and project-based skills in physics, particularly in abstract topics such as optical instruments. Traditional teaching methods and limited visualization tools contribute to these difficulties. This study addresses the need for innovative instructional resources by developing digital teaching materials integrated with Augmented Reality (AR) to enhance learning outcomes. This research employed a Research and Development (RD) approach following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Instruments included a needs analysis questionnaire, expert validation sheets, and student practicality questionnaires. Descriptive statistics were used to analyze the data, with validation assessed using Aiken’s V and practicality evaluated using a Likert scale. The developed digital teaching materials underwent expert validation across five components: material substance, visual communication, learning design, software utilization, and AR integration. The average Aiken’s V score was 0.94, indicating high validity. Practicality testing with 35 grade XI students yielded an average score of 96, categorized as "very practical," showing the teaching materials were easy to use, engaging, and beneficial for learning. The findings support the potential of AR-based teaching materials to address conceptual gaps and foster student engagement. While validity and practicality were confirmed, further research is needed to measure effectiveness in improving learning outcomes. The AR-integrated digital teaching materials are valid and practical for supporting students' conceptual understanding and project skills in optical physics. These materials represent a promising tool for modernizing physics instruction in secondary education.