Instructions Development and Validation of an Augmented Reality–Based Learning Module to Improve Problem-Solving and Practical Skills in State Administration Education

Iqbal Miftakhul Mujtahid; Mery Berlian; Rian Vebrianto; Indah Rorizka Siregar; Alaniyah Syafaren

doi:10.15548/jt.v33i2.1141

Instructions Development and Validation of an Augmented Reality–Based Learning Module to Improve Problem-Solving and Practical Skills in State Administration Education

Iqbal Miftakhul Mujtahid, Mery Berlian, Rian Vebrianto, Indah Rorizka Siregar, Alaniyah Syafaren

Abstract

This study aimed to develop and validate an Augmented Reality based learning module designed to support the development of problem-solving and practical skills among students in the State Administration Study Program at Universitas Terbuka. The research employed a Research and Development methodology using five systematic stages: Analysis, Design, Development, Implementation, and Evaluation. During the analysis stage, learning needs, student characteristics, instructional challenges, and curriculum requirements were identified as the foundation for developing the module. The design and development stages focused on organizing learning materials, developing interactive content, integrating Augmented Reality features, and designing learning activities that were relevant to the competencies of State Administration students. The validity of the developed product was assessed by a panel of 11 experts representing four areas of expertise: media, subject matter, linguistics, and pedagogy. The validation process examined the quality, relevance, accuracy, usability, visual presentation, language clarity, and instructional appropriateness of the module. The results demonstrated that the developed AR-based learning module achieved an overall mean validity score of 85.92%, which was categorized as highly valid. Specifically, the media component obtained the highest score of 86.8%, followed by the pedagogical aspect at 86.4%, the language aspect at 86.0%, and the content aspect at 84.5%. These findings indicate that the module meets established standards of content accuracy, instructional design, language clarity, and technological presentation. The integration of Augmented Reality provides immersive, interactive, and contextually rich learning experiences, enabling students to better visualize and engage with public administration concepts and practical.

Keywords

Augmented reality; learning module; state administration education; problem-solving skills; practical skills

10.15548/jt.v33i2.1141

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DOI: https://doi.org/10.15548/jt.v33i2.1141