Development of Innovative Learning Media in Biology Mixed with Augmented Reality on DNA Technology for Senior High School Students.

Abstract

The purposes of this research were to develop innovative learning media in biology mixed with augmented reality on DNA technology for senior high school students. The target groups in this research were 1) the key informants: 5 biology teachers at the upper secondary level and 5 experts in genetics and DNA technology, 2) the experts for evaluating designed learning media: 3 content experts, 3 learning media technicians, and 15 volunteer senior high school students who have had the experience of studying DNA technology. The research instruments were 1) the structured online focus group note about information and characteristics of innovative learning media in biology on DNA technology, 2) innovative learning media in biology that combines science experimental kit mixed with augmented reality (AR) on DNA technology, consisting of 4 topics and 3) assessment form for the suitability and consistency of innovative learning media, which is a 5-level rating scale, divided into 25 items for content experts and learning media technicians , and 13 items for volunteer senior high school students. The results of the research showed that 1) the key informants in online focus group discussions have suggested the innovative learning media should display the technical terms before allowing students to use the media, list the using procedure to help students understand the biology content. In addition to this, the media to be developed should be new, encourage students, curiosity, and allow students to interact with the media. All key informants agreed to combine augmented reality technology with a science experiment kit. 2) The innovative learning media in biology on DNA technology that the researcher designed and created has the following characteristics: The content of the lessons in this media consists of 4 topics, namely polymerase chain reaction (PCR), gel electrophoresis, examples of DNA technology applications, and biosafety and the social implications of using DNA technology. Used augmented reality to show lesson content, terminology, experimental procedures, and show processes or reactions that cannot be observed with the eye through pictures or videos and text, and use of replacement equipment instead of the actual equipment that is inappropriately sized and expensive to allow students to practice close to the laboratory practice. The assessment scores of innovative learning media by experts and volunteer senior high school students were 4.41 (SD = 0.58) and 4.23 (SD = 0.64) respectively, with the mean scores at a strongly agree level.