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JURIKOM (Jurnal Riset Komputer), Vol. 10 No.
3, Juni 2023 e-ISSN 2715-7393 (Media Online), p-ISSN 2407-389X (Media

Cetak)
DOI 10.30865/jurikom.v10i3.6264
Hal 752−761
http://ejurnal.stmik-budidarma.ac.id/index.php/jurikom
FARIS FADHIL SHAFWANDA

TI.23.A3
PERANCANGAN PENGGUNA DALAM APLIKASI
AUGMENTED REALITY UNTUK PENDIDIKAN
JURNAL NASIONAL REFERENSI
Perancangan Aplikasi Augmented Reality Sebagai Media Pembelajaran
Tata Surya Pada Sekolah Dasar Kelas 6
Aslam Hadil Matin1, Hari Widi Utomo2,*
1
Fakultas Informatika, Teknik Informatika, Institut Teknologi Telkom, Purwokerto, Indonesia
2
Fakultas Informatika, Sistem Informasi, Institut Teknologi Telkom, Purwokerto, Indonesia
Email: 1aslamhadilmatin@gmail.com, 2,*Hari@ittelkom-pwt.ac.id
Email Penulis Korespondensi : Hari@ittelkom-pwt.ac.id
Submitted 06-06-2023; Accepted 30-06-2023; Published 30-06-2023
Abstrak
Penelitian ini bertujuan untuk membangun sebuah aplikasi Android yang menggunakan teknologi Augmented Reality (AR) sebagai
alat bantu pembelajaran tentang Tata Surya. Metode pengajaran yang saat ini digunakan di kelas 6 dianggap kurang efektif oleh
banyak siswa karena hanya menggunakan buku teks teori eksplanasi dan sedikit media sederhana untuk latihan. Oleh karena itu,
aplikasi AR ini dirancang untuk memadukan objek virtual dengan objek fisik secara alami melalui proses komputerisasi, sehingga
terlihat seolaholah objek virtual itu benar-benar ada di hadapan pengguna dan terlihat nyata. Tujuan penelitian ini adalah
mengembangkan sebuah aplikasi AR yang dapat meningkatkan efektivitas pembelajaran Tata Surya dengan memberikan pengalaman
visual yang mendalam kepada siswa. Metode pengembangan yang digunakan dalam penelitian ini adalah Multimedia Development
Life Cycle (MDLC). Pengujian aplikasi dilakukan menggunakan Black Box Testing untuk memastikan bahwa seluruh fitur aplikasi
dapat berjalan dengan baik sesuai fungsinya. Hasil pre-test menunjukkan rata-rata sebesar 57, sedangkan hasil post-test menunjukkan
peningkatan yang signifikan dengan rata-rata sebesar 88. Hal ini menunjukkan bahwa penggunaan aplikasi AR dalam pembelajaran
Tata Surya dapat meningkatkan pemahaman siswa secara signifikan. Dengan demikian, aplikasi AR ini dianggap sebagai media
pembelajaran yang efektif dan efisien serta sangat menarik bagi pengguna untuk digunakan sebagai sarana belajar. Penggunaan
teknologi AR dalam pembelajaran dapat memberikan pengalaman belajar yang interaktif dan mendalam, meningkatkan minat dan
pemahaman siswa tentang Tata Surya.
Kata Kunci: Augmented Reality; Tata Surya; Black Box Testing; Marker Based Tracking; Media Pembelajaran; Unity.
Abstract
This research aims to build an Android application that uses Augmented Reality (AR) technology as a learning aid about the Solar
System. The teaching methods currently used in grade 6 are considered less effective by many students because they use only
explanatory theory textbooks and few simple media for practice. Therefore, this AR application is designed to blend virtual objects
with physical objects naturally through a computerized process, so that it looks as if the virtual object is actually in front of the user
and looks real. The purpose of this research is to develop an AR application that can increase the effectiveness of Solar System
learning by providing students with an immersive visual experience. The development method used in this study is the Multimedia
Development Life Cycle (MDLC). Application testing is carried out using Black Box Testing to ensure that all application features
can run properly according to their functions. The pre-test results showed an average of 57, while the post-test results showed a
significant increase with an average of 88. This shows that the use of AR applications in Solar System learning can significantly
improve students' understanding. Thus, this AR application is considered an effective and efficient learning medium and is very
interesting for users to use as a learning tool. The use of AR technology in learning can provide interactive and immersive learning
experiences, increasing students' interest and understanding of the Solar System.
Keywords: Augmented Reality; Solar System; Black Box Testing; Marker Based Tracking; Learning Media; Unity
1. PENDAHULUAN
Anak-anak yang berusia antara 6-11 tahun sedang mengalami fase perkembangan yang disebut sebagai kanak-kanak
tengah atau periode intelektual [1]. Pada fase ini, mereka mengalami pertumbuhan pengetahuan yang signifikan dan
mengembangkan berbagai keterampilan yang semakin beragam seiring bertambahnya usia. Oleh karena itu, mereka
membutuhkan stimulasi kecerdasan dan sosialisasi agar dapat dengan mudah beradaptasi dengan pelajaran dan
temanteman sebayanya. Pada umumnya, anak-anak pada usia ini cenderung tertarik pada hal-hal yang dinamis dan
bergerak, dan mereka belajar dengan cara mengembangkan kepandaian dan ilmu, melakukan latihan, serta mengubah
perilaku atau tanggapan mereka melalui pengalaman [2]. Pada masa perkembangan kanak-kanak akhir, anak-anak
Copyright © 2023 Aslam Hadil Matin, Page 752 This Journal is licensed under a
Creative Commons Attribution 4.0 International License
JURIKOM (Jurnal Riset Komputer), Vol. 10 No. 3, Juni 2023 e-ISSN 2715-7393 (Media Online), p-ISSN 2407-389X (Media
Cetak)
DOI 10.30865/jurikom.v10i3.6264
Hal 752−761
cenderung memperoleh informasi melalui indera penglihatan dan pendengaran. Selanjutnya, mereka mulai belajar
bagaimana cara memperoleh dan memahami informasi tersebut. Proses belajar melibatkan perubahan perilaku individu
yang konsisten dan terjadi sebagai hasil dari pengalaman yang dialami [3]. Untuk merangsang kemampuan belajar anak-
anak di sekolah dasar, dapat digunakan gambar bergerak pada pembelajaran, kata-kata yang menggambarkan benda, dan
demonstrasi planet-planet di Tata Surya. Buku pelajaran tema 9 untuk kelas 6 Kurikulum 2013 difokuskan pada
eksplorasi luar angkasa dan dirancang untuk meningkatkan kompetensi siswa dalam bidang pengetahuan, kemampuan,
dan perilaku secara merata [4]. Buku pelajaran tema 9 untuk kelas 6 Kuulum 2013 menyediakan alternatif kegiatan bagi
guru untuk meningkatkan kreativitas dalam pengajaran, terutama dalam pembelajaran mengenai sistem Tata Surya.
Namun, masalah yang dihadapi adalah rendahnya minat belajar siswa dalam bidang sains, khususnya dalam pelajaran
tentang Tata Surya. Hal ini disebabkan oleh kurang menariknya pembelajaran tersebut dan kurangnya sarana dan
prasarana, terutama media pembelajaran yang tidak memperhatikan kualitas dan efektivitas. Penggunaan media juga
minim dalam pembelajaran Tata Surya, karena hanya sebatas buku teks dan alat peraga yang digunakan. Oleh karena
itu, diperlukan pengembangan ide-ide pembelajaran yang inovatif dan interaktif untuk meningkatkan minat dan
efektivitas pembelajaran [5].
Hasil wawancara dengan Ibu Umi Hani, S.Pd.I., selaku wali kelas 6 MI Ma'arif NU 02 Karangklesem,
menunjukkan bahwa kegiatan belajar-mengajar dalam mengenalkan Tata Surya dihadapkan pada banyak tantangan,
terutama karena minimnya perlengkapan peraga yang tersedia. Sebagai akibatnya, siswa hanya dapat mengandalkan
tontonan video tentang penjelajahan luar angkasa yang kurang interaktif dan tidak memberikan banyak kesempatan bagi
siswa untuk mengeksplorasi pembelajaran. Hal ini menyebabkan penurunan motivasi siswa dan membuat kegiatan
belajar-mengajar menjadi kurang menarik. Berdasarkan buku pelajaran tema 9 tentang Tata Surya dan hasil wawancara
dengan wali kelas 6 MI Ma'arif NU 02 Karangklesem, diperlukan pengembangan ide-ide kreatif dan metode
pembelajaran yang lebih interaktif untuk meningkatkan minat siswa dalam kegiatan belajar mengajar mengenai Tata
Surya. Saat ini, metode pembelajaran yang kurang interaktif dan belum cukup menyenangkan bagi siswa menyebabkan
kurangnya eksplorasi dalam pembelajaran. Oleh karena itu, salah satu alternatif untuk meningkatkan interaksi dalam
metode pembelajaran adalah dengan menggunakan teknologi Augmented Reality atau AR. Teknologi ini
menggabungkan objek virtual dengan objek fisik melalui proses komputerisasi sehingga terlihat nyata dan hadir di
depan pengguna. AR, yang juga dikenal sebagai realitas tambahan, memadukan objek tiga dimensi yang dibuat secara
digital ke dalam lingkungan nyata dan menampilkannya secara langsung dalam waktu nyata, tanpa menggantikan
kenyataan seperti pada teknologi Virtual Reality (VR) [6].
Dalam penggunaan teknologi Augmented Reality (AR), terdapat dua metode utama yaitu Marker Based Tracking
dan Markerless Augmented Reality. Kedua metode tersebut memiliki kelebihan dan kekurangan masing-masing.
Marker Based Tracking menggunakan marker atau tanda pada objek 3D untuk memperoleh informasi mengenai posisi
dan orientasi objek tersebut, sedangkan markerless augmented reality tidak memerlukan marker untuk menampilkan
objek 3D. Namun, metode markerless juga memiliki kekurangan tersendiri [7]. Dalam penelitian ini, metode yang
digunakan adalah Marker Based Tracking karena memiliki tingkat keberhasilan yang tinggi dan lebih efektif dalam
konteks pembelajaran. Dalam pengembangan aplikasi AR, digunakan metode Multimedia Development Life Cycle
(MDLC) yang terdiri dari enam tahap, yaitu pengonsepan, perancangan, pengumpulan materi, pembuatan, pengujian,
dan pendistribusian. Metode ini dirancang khusus untuk pengembangan sistem pada aplikasi multimedia dan dapat
disesuaikan dengan kebutuhan penelitian [8]. Pada proses pengembangan aplikasi, melakukan pengujian kualitas
sangatlah penting untuk memastikan kinerja aplikasi yang dihasilkan dapat berfungsi dengan baik pada perangkat lunak
dan dapat membantu perkembangan siswa-siswi kelas 6 MI Ma'arif NU 02 Karangklesem. Pengujian kualitas tersebut
difokuskan pada Black Box Testing, yaitu pengujian yang dilakukan tanpa mengetahui detail kode program aplikasi [9].
Selain itu, juga akan dilakukan pengujian kepada siswa/siswi dengan metode pre-test dan post-test untuk menilai sejauh
mana aplikasi tersebut dapat membantu perkembangan siswa/siswi setelah aplikasi layak digunakan. Penelitian
terdahulu telah menunjukkan bahwa penggunaan teknologi Augmented Reality (AR) dalam pembelajaran dapat
meningkatkan motivasi dan minat belajar siswa, serta meningkatkan pemahaman mereka tentang konsep yang dipelajari
[10]. Salah satu penelitian yang telah dilakukan adalah oleh Yulia Fatma, Armen Salim, Regiolina Hayami, yang
melakukan penelitian di SMP Negeri 1 Benai tentang penggunaan AR dalam pembelajaran IPA. Mereka menemukan
bahwa siswa yang menggunakan AR menunjukkan peningkatan pemahaman pembelajaran IPA dibandingkan dengan
siswa yang menggunakan metode pembelajaran tradisional sehingga pembelajaran terasa monoton dan kurang
menjelaskan materi dengan baik [11].
Berbeda dengan penelitian sebelumnya yang lebih berfokus pada pembelajaran IPA di SMP, penelitian ini akan
fokus pada pembelajaran Tata Surya untuk siswa kelas 6. Selain itu, penelitian ini juga akan menggunakan metode
Marker Based Tracking dalam aplikasi AR, yang belum banyak digunakan dalam penelitian sebelumnya. Penelitian ini
juga akan melakukan pengujian kualitas aplikasi AR yang dihasilkan menggunakan Black Box Testing, yang tidak
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banyak dilakukan dalam penelitian sebelumnya. Tujuan dari penelitian ini adalah untuk mengembangkan aplikasi AR
yang dapat digunakan dalam pembelajaran Tata Surya untuk siswa kelas 6. Aplikasi ini diharapkan dapat meningkatkan
minat dan motivasi belajar siswa, serta membantu mereka lebih mudah memahami konsep Tata Surya. Hasil yang ingin
dicapai dari penelitian ini adalah pengembangan aplikasi AR yang efektif dan menarik untuk pembelajaran Tata Surya.
Aplikasi ini diharapkan dapat meningkatkan minat belajar siswa, serta membantu mereka lebih mudah memahami
konsep Tata Surya. Selain itu, hasil penelitian ini juga diharapkan dapat memberikan kontribusi dalam pengembangan
metode pembelajaran yang lebih interaktif dan inovatif.
2. METODOLOGI PENELITIAN
2.1 Diagram Alir Penelitian
Diagram penelitian menunjukkan beberapa tahapan yang dilakukan oleh peneliti, dimulai dengan identifikasi masalah,
studi literatur, perancangan aplikasi atau sistem menggunakan metode MDLC, serta pengujian dan evaluasi hasilnya
pada tahap akhir. Penjelasan proses tersebut dapat dilihat pada Gambar 1.
Gambar 1. Diagram Alir Penelitian

2.2 Perumusan Masalah
Dibutuhkan sebuah aplikasi Augmented Reality (AR) yang berfokus pada media pembelajaran pengenalan Tata Surya
berbasis android. Hal ini bertujuan untuk menciptakan sebuah media pembelajaran yang menarik dan interaktif dengan
menerapkan metode marker-based tracking.
2.3 Studi Literatur
Tahap studi literatur memiliki tujuan untuk mencari informasi atau referensi yang akurat. Teknik pengumpulan data
pada tahap ini melibatkan pencarian sumber referensi seperti jurnal, paper, dan buku yang berisi teori-teori ilmiah yang
akan digunakan sebagai acuan atau pembanding dalam penelitian [11]. Tahap ini bertujuan untuk mencari referensi yang
relevan dengan penelitian sebelumnya sebagai dasar atau acuan bagi penelitian yang sedang dilakukan. Hal ini
dilakukan untuk memperoleh informasi terkait topik penelitian yang lebih lengkap dan mendalam serta memperkaya
pemahaman peneliti terhadap isu yang sedang diteliti [12].
2.3 Perancangan Sistem
Tahap Untuk merancang sistem aplikasi AR, peneliti menggunakan metode MDLC. Tahapan yang dilakukan dapat
dilihat pada Gambar 2.
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Gambar 2. Tahapan Metode MDLC [13]

Gambar 2 menjelaskan tahapan-tahapan penelitian menggunakan metode MDLC. Dimulai dengan pengumpulan
dan analisis data (concept), merancang sistem dan navigasi (design), mengumpulkan bahan-bahan yang diperlukan
(material collecting), merakit semua objek yang dirancang (assembly), menganalisis dan menguji aplikasi (testing), dan
mempublikasikan (distribution) aplikasi [13]. Setiap tahapan penelitian akan dijelaskan sebagai berikut: a.
Pengumpulan dan analisis data (Concept)
Tahap awal ini memiliki tujuan untuk menentukan tujuan penelitian dan jenis aplikasi multimedia yang akan
dibuat. Aplikasi yang diinginkan harus memiliki kriteria menarik, interaktif, dan komunikatif, serta tujuan aplikasi
seperti hiburan, pelatihan, atau pembelajaran harus jelas. Dalam pembuatan aplikasi Augmented Reality (AR) ini,
tujuannya adalah sebagai media pendukung bagi guru dalam mengajarkan materi tentang Tata Surya pada kelas 6,
khususnya pada mata pelajaran tema 9. Penggunaan teknologi AR diharapkan dapat meningkatkan interaksi antara guru
dan siswa dengan menyatukan objek maya tiga dimensi ke dalam lingkungan tiga dimensi yang nyata dan
menampilkannya secara langsung atau real-time pada aplikasi berbasis Android [6]. Metode wawancara semi terstruktur
digunakan dalam penelitian ini untuk memperoleh data. Metode ini lebih fleksibel dibandingkan dengan wawancara
terjadwal, karena memungkinkan lebih banyak kebebasan dalam melakukan wawancara. Wawancara semi terstruktur
dilakukan secara terbuka dengan menggunakan daftar pertanyaan sebagai panduan. Peneliti akan mendengarkan dan
memperhatikan setiap jawaban yang diberikan oleh responden. Tujuannya adalah untuk memperjelas masalah yang
sedang dihadapi, dan responden akan dimintaA untuk membagikan pemikiran, ide, dan hal-hal lain yang terkait dengan
topik yang sedang dibahas [14]. b. Perancangan desain, sistem dan navigasi (Design)
Pada tahap ini, UML digunakan untuk memvisualisasikan desain sistem yang menggunakan use case diagram,
Rancangan Low Fidelity, dan pembuatan objek 3D. Desain sistem memiliki pengaruh yang besar terhadap perancangan
sistem secara keseluruhan yang dibuat oleh penulis.
1. Use case diagram
Dalam sistem aplikasi pembelajaran Tata Surya, terdapat beberapa menu utama seperti Menu “Mulai AR”, “Menu
Fakta Unik”, “Menu Kuis”, “Menu Panduan”, dan “Menu Tentang”. Use case diagram untuk interaksi antara
pengguna dan sistem dapat dilihat pada Gambar 3.
Gambar 3. Use Case Diagram
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2. Racangan Desain Low Fidelity

Rancangan Desain Low Fidelity adalah sekumpulan desain awal untuk antarmuka pengguna yang akan menjadi
acuan untuk tampilan UI pada aplikasi [15]. Untuk membuat tampilan UI, digunakan aplikasi Figma yang mudah
dipahami dan digunakan. Gambar 4 hingga 6 menunjukkan desain Low Fidelity untuk aplikasi pembelajaran Tata
Surya bernama Lonny.
Gambar 4. Halaman loading Splash Screen dan Halaman Utama
Gambar5. HalamanPanduandan Halaman Pilih Benda Langit
Gambar 6. Halaman Fakta Unik dan Halaman Kuis 3.

Pembuatan Objek 3D
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Gambar 7. Tahapan Pembuatan Objek 3D

Pada Gambar 7 dijelaskan tiga tahap dalam pembuatan objek 3D, yaitu modeling, texturing, dan rendering.
Tahap pertama adalah modeling, di mana objek 3D dibuat dari poligon, bezier, atau spline. Tahap kedua adalah
texturing, di mana tekstur dan warna diterapkan pada permukaan objek 3D untuk memberikan tampilan yang lebih
realistis. Tahap terakhir adalah rendering, di mana objek 3D yang telah dibuat dan diberi tekstur dirender ke dalam
gambar 2D atau video dengan menggunakan software khusus. Pada tahap rendering, objek 3D akan terlihat realistis
dan dapat dimanfaatkan pada aplikasi yang dibuat. Sementara itu, modeling merupakan proses pembuatan objek 3D
yang bertujuan untuk menghasilkan bentuk visual yang akurat dari suatu objek [16]. Tahapan ini umumnya
dilakukan dengan bantuan perangkat lunak seperti blender dan dilakukan secara manual dengan menggunakan
berbagai tools yang tersedia. Tahap selanjutnya adalah texturing atau pemberian tekstur pada objek 3D yang dibuat.
Tujuan dari tahap ini adalah memberikan material yang sesuai dengan objek yang dibuat sehingga tampil lebih alami
dan realistis [17]. Pada tahap akhir yaitu fase ekspor, objek 3D yang telah selesai dibuat dapat diimpor ke aplikasi
lain seperti Unity dan kemudian diekspor dalam format file fbx.
c. Mengumpulkan bahan-bahan sesuai kebutuhan (Material Collecting)
Pada tahap pengumpulan material collecting dalam pembuatan aplikasi pembelajaran Tata Surya menggunakan
AR, bahan-bahan seperti objek 3D, background, dan resource gambar dikumpulkan sesuai dengan kebutuhan. Untuk
mengumpulkan bahan-bahan tersebut, dokumentasi atau referensi internet akan digunakan. Setelah semua bahan
terkumpul, bahan-bahan tersebut akan digabungkan untuk membentuk produk akhir [18]. Berikut adalah bahan-bahan
yang digunakan untuk merancang aplikasi Lonny Tata Surya. Berikut adalah tabel yang menunjukkan objek tiga
dimensi yang diperlukan dalam merancang aplikasi AR Lonny Tata Surya. Tabel 1 Objek 3D yang dibutuhkan.
Tabel 1. Objek 3D yang dibutuhkan
No Objek 3 Dimensi
1. Matahari
2. Merkurius
3. Venus
4. Bumi
5. Mars
6. Jupiter
7. Saturnus
8. Uranus
9. Neptunus
10. Asteroid
11. Bulan
12. Titan
13. Ganimede
14. Triton
Dan berikut adalah Rancangan Card Marker yang diperlukan dalam perancangan aplikasi AR Lonny Tata Surya
ditunjukkan pada gambar 8 di bawah ini.
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Gambar 8. Rancangan Desain Card Marker

d. Penggabungan seluruh objek yang telah dikumpulkan (Assembly)
Setelah semua bahan yang diperlukan terkumpul, langkah selanjutnya dalam pembuatan aplikasi android untuk
Tata Surya dengan teknologi AR adalah merangkai objek-objek tersebut sesuai dengan konsep yang telah dirancang
sebelumnya dan mengintegrasikannya ke dalam aplikasi. Tahap ini melibatkan proses perakitan objek-objek tiga
dimensi yang telah dirancang sebelumnya menjadi satu kesatuan yang utuh dan dapat diakses melalui aplikasi AR [19].
Hal ini bertujuan untuk menciptakan tampilan yang lebih realistis dan interaktif bagi pengguna aplikasi. e. Evaluasi dan
pengujian aplikasi (Testing)
Pada tahap ini, tujuan dari pengujian adalah untuk memverifikasi bahwa aplikasi yang telah dibuat dapat
beroperasi dengan tepat sesuai dengan desain yang telah direncanakan dan menghasilkan hasil yang akurat. Selain itu,
pengujian ini juga bertujuan untuk menemukan potensi bug atau kesalahan dalam aplikasi yang perlu diperbaiki
sebelum aplikasi diluncurkan [20]. Dengan melakukan pengujian ini, diharapkan dapat meningkatkan kualitas aplikasi
dan memberikan pengalaman yang lebih baik bagi pengguna. Pada tahap pengujian ini, digunakan metode pengujian
black box yang berfokus pada spesifikasi fungsional sistem informasi. Metode ini bertujuan untuk menguji
fungsionalitas sistem secara keseluruhan tanpa memperhatikan detail implementasi internal. Dalam pengujian ini, akan
dilakukan pengecekan terhadap spesifikasi fungsional sistem informasi untuk memastikan bahwa sistem dapat
beroperasi dengan baik dan sesuai dengan yang diharapkan [21]. Hal ini dilakukan untuk memastikan bahwa aplikasi
dapat berfungsi dengan baik dan memberikan pengalaman yang baik bagi pengguna.
f. Publikasi aplikasi (Distribution)
Tahap terakhir dalam metode MDLC adalah sesi Distribusi, di mana aplikasi akan disimpan dalam media
penyimpanan seperti hardisk, flashdisk, smartphone, atau didistribusikan melalui Playstore. Selain itu, aplikasi juga
dapat diunggah ke Google Drive untuk memungkinkan pengguna mengunduh aplikasi melalui tautan yang diberikan
oleh penulis atau peneliti. Tahap Distribusi ini bertujuan untuk memastikan bahwa aplikasi yang telah dibuat dapat
diakses dan digunakan oleh pengguna dengan mudah dan efisien [22]. Hal ini juga dilakukan untuk memperluas
jangkauan aplikasi dan memungkinkan pengguna untuk mengakses aplikasi dari berbagai platform dan perangkat.
3. HASIL DAN PEMBAHASAN

3.1 Hasil Perancangan Desain dan Coding
Pada tahap sebelumnya, dilakukan proses penerapan desain dan coding yang menghasilkan aplikasi berbasis android
yang dapat dijalankan pada perangkat smartphone. Proses tersebut mencakup pembuatan Rancangan Desain Low
Fidelity, desain card marker, dan 3D Objek, serta penerapan coding yang sesuai dengan desain sistem yang telah dibuat
sebelumnya. Hasil dari proses tersebut dapat dilihat pada Gambar 9 hingga Gambar 12 yang ditampilkan di bawah ini.
Hal ini dilakukan untuk memastikan bahwa aplikasi dapat berfungsi dengan baik dan sesuai dengan desain yang telah
direncanakan sebelumnya.
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Gambar 9. Tampilan Halaman loading Splash Screen dan Halaman Utama

Gambar 9 menunjukkan tampilan awal saat membuka aplikasi dan tampilan halaman utama dari aplikasi yang
terdiri dari empat tombol. Tombol "Play" digunakan untuk memulai fungsi scan pada marker, tombol "Panduan"
membuka menu panduan yang berisi informasi tentang penggunaan aplikasi Lonny, tombol "Mulai AR" membuka menu
“Mulai AR” yang berisi pilih benda langit, tombol “Fakta Unik” yang berisikan menu tentang fakta unik Tata Surya,
tombol “Kuis” yang berisi soal-soal kuis seputar Tata Surya, dan tombol "Keluar" dengan ikon panah di pojok kanan
atas digunakan untuk keluar dari aplikasi. Tampilan ini dirancang untuk memudahkan pengguna dalam menggunakan
aplikasi Lonny dan memberikan navigasi yang jelas untuk setiap fitur yang tersedia.
Gambar 10. Tampilan Tampilan Halaman Panduan dan Halaman Pilih Benda Langit
Gambar 10 menunjukkan halaman panduan aplikasi dan tampilan halaman pilih benda langit dari aplikasi pada
halaman panduan aplikasi yang berisikan cara menggunakan aplikasi Lonny dari “Mulai AR”, “Fakta Unik”, dan
“Kuis”. Setelah itu di halaman pilih benda langit terdapat tombol-tombol pilih benda langit yang terdiri dari 14 tombol
yaitu
Matahari, Merkurius, Venus, Bumi, Mars, Jupiter, Saturnus, Uranus, Neptunus, Asteroid, Bulan, Titan, Ganimede, dan
Triton. Tombol-tombol tersebut guna menuju scan AR yang akan menampilkan objek 3D dan audio source materi
sesuai dengan benda langit yang dipilih.
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Hal 752−761
Gambar 11. Tampilan Tampilan Fakta Unik dan Halaman Kuis

Gambar 11 menunjukkan tampilan halaman “Fakta Unik” dan tampilan halaman “Kuis” dari aplikasi pada
halaman “Fakta Unik” yang berisi artikel atau bacaan mengenai fakta unik seputar Tata Surya kita. Setelah itu di
halaman kuis terdapat soal dan jawaban seperti kuis pada umumnya, pada saat kita mengerjakan kuis maka skor akar
betambah jika benar dan jika salah maka akan tidak bertambah.
Gambar 12. Tampilan AR Scan Marker

Gambar 12 menunjukkan tampilan pada AR Scan Marker digunakan untuk melakukan scanning pada marker
yang tersedia, salah satunya adalah contoh marker Matahari yang akan menampilkan objek 3D sesuai dengan pilihan
benda langit pada marker tersebut. Terdapat satu tombol pada menu ini yaitu tombol "Kembali". Tombol "Kembali"
yang terdapat di pojok kiri atas dengan ikon panah kiri berfungsi untuk kembali ke menu pilih benda langit. Tampilan
ini dirancang untuk memudahkan pengguna dalam melakukan scanning pada marker dan menampilkan objek 3D yang
sesuai dengan pilih benda langit pada marker tersebut.
3.2 Pengujian Aplikasi
Pada tahap Pengujian, dilakukan pengukuran kinerja aplikasi setelah proses perancangan. Beberapa aspek yang diuji
meliputi fungsionalitas tombol, fungsionalitas sistem, pre-test, dan post-test untuk mengukur kemampuan awal dan
akhir siswa sebelum dan setelah menggunakan aplikasi pembelajaran AR. Pengujian sistem dilakukan pada beberapa
perangkat Android dengan merek yang berbeda.
3.2.1 Hasil Black Box Testing
Dalam pengujian aplikasi Lonny, dilakukan pengujian fungsionalitas tombol dan fungsionalitas sistem dalam
menampilkan objek 3D menggunakan card marker selama proses scanning. Untuk menemukan bug dalam aplikasi,
digunakan metode Black Box Testing selama proses pengembangan. Berbagai kondisi diuji untuk memastikan aplikasi
bekerja dengan baik. Tabel 2 menjelaskan hasil dari Black Box Testing. Hal ini dilakukan untuk memastikan bahwa
Cetak)
DOI 10.30865/jurikom.v10i3.6264
Hal 752−761
aplikasi Lonny dapat berjalan dengan baik dan meminimalkan kemungkinan terjadinya bug atau kesalahan dalam
penggunaan aplikasi oleh pengguna.
Tabel 2. Hasil Black Box Testing
No Fungsionalitas Hasil Uji

1. Membuka Aplikasi Berhasil
2. Sentuh tombol Mulai AR Berhasil
3. Sentuh tombol pilih benda langit Berhasil
4. Melakukan Scan AR Berhasil 5. Sentuh tombol Fakta Unik Berhasil
6. Sentuh tombol Kuis Berhasil 7.
Sentuh Jawaban Kuis Berhasil
8. Sentuh Panduan/Informasi Berhasil
9. Sentuh tombol Audio Berhasil
10. Sentuh tombol Keluar Berhasil
Berdasarkan hasil pengujian Black Box Testing pada tabel 2, dapat disimpulkan bahwa aplikasi telah melewati
semua skenario pengujian dengan hasil yang sesuai dengan yang diharapkan. Oleh karena itu, kesimpulan yang
diberikan adalah "Berhasil" pada setiap skenario pengujian. Hal ini menunjukkan bahwa aplikasi Lonny layak
digunakan dan memenuhi standar kualitas dan keandalan yang diharapkan. Tabel ini sangat berguna dalam
mengevaluasi kualitas dan keandalan aplikasi Lonny, sehingga jika ditemukan kekurangan atau kesalahan pada fitur-
fitur yang ada, dapat segera diperbaiki. Dengan begitu, pengguna dapat menggunakan aplikasi dengan lebih nyaman dan
memuaskan.
4. KESIMPULAN
Berdasarkan Berdasarkan hasil penelitian yang dilakukan terhadap Perancangan Aplikasi Augmented Reality untuk
Media Pembelajaran Tata Surya Berbasis Android, dapat disimpulkan bahwa aplikasi AR telah dirancang dan dibangun
dengan topik media pembelajaran pengenalan Tata Surya berbasis Android. Aplikasi ini membantu pengguna untuk
memperkenalkan Tata Surya kepada siswa-siswi kelas 6 MI Ma’arif NU 02 KarangKlesem sebagai alternatif media
pembelajaran Tema 9 Menjelajah Angkas Luar. Aplikasi ini menggunakan teknologi Augmented Reality dengan metode
Marker Based Tracking dan memiliki beberapa fitur seperti Halaman AR yang menampilkan matahari, delapan planet,
empat satelit alami, dan asteroid dalam bentuk 3D, Halaman “Fakta Unik” yang diambil dalam buku pelajaran mengenai
“Fakta Unik” pada Tata Surya, serta Halaman “Kuis” yang berisikan soal-soal mengenai Tata Surya. Aplikasi AR telah
diuji untuk memastikan bahwa aplikasi tersebut dapat digunakan oleh anak-anak sekolah dasar dan membantu guru
dalam mengajarkan Tata Surya. Hasil pengujian sistem aplikasi Lonny menunjukkan bahwa penggunaan aplikasi yang
optimal dalam pengujian Black Box Testing berhasil dan dapat disimpulkan bahwa seluruh fitur dapat berjalan dengan
baik sesuai dengan fungsinya. Aplikasi AR ini efektif dalam meningkatkan nilai siswa dari pre-test dengan rata-rata 57
menjadi posttest dengan rata-rata 88. Oleh karena itu, aplikasi ini layak digunakan sebagai media pembelajaran Tata
Surya untuk siswa kelas 6 MI Ma’arif NU 02 KarangKlesem.
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Jurnal Rekursif, Vol. 9 No. 2 November 2021, ISSN 2303-0755 http://ejournal.unib.ac.id/index.php/rekursif/
PERANCANGAN APLIKASI AUGMENTED REALITY

BUKU KOLEKSI BENDA BERSEJARAH SEBAGAI MEDIA
INFORMASI INTERAKTIF DAN MEDIA PROMOSI
(STUDI KASUS: MUSEUM NEGERI BENGKULU)
Ajei ibnu rahmat1, Desi Andreswari2, Yudi Setiawan 3 123
Program
Studi Informatika, Fakultas Teknik, Universitas Bengkulu
Jl. WR. Supratman Kandang Limun Bengkulu 38371A INDONESIA
(telp: 0736-341022; fax: 0736-341022)
1
Ajiibnurahmat@gmail.com
2
Desi.andreswari@unib.ac.id
3
ysetiawan@unib.ac.id
Abstrak: Pemanfaatan teknologi dapat membantu museum dalam upaya pelestarian koleksi benda bersejarah
serta memudahkan museum dalam penyampaian informasi. Museum Negeri Bengkulu merupakan bangunan
yang telah menyimpan dan melestarikan 6.150 koleksi bersejarah di provinsi Bengkulu yang memiliki banyak
nilai-nilai sejarah dan budaya. Teknologi augmented reality merupakan sebuah teknologi yang dapat digunakan
dalam membantu museum untuk memperkenalkan, melestarikan dan memamerkan benda bersejarah. Metode
markerbased tracking merupakan salah satu metode dalam teknologi augmented reality. Metode ini,
memanfaatkan sebuah barcode/pattern atau marker yang selanjutnya akan di deteksi oleh kamera untuk
kemudian sistem akan melakukan tracking terhadap posisi benda digital berdasarkan posisi marker.
Pemanfaatan teknologi augmented reality pada museum dilihat dapat membantu upaya memperkenalkan,
melestarikan dan memamerkan warisan benda bersejarah secara interaktif. Pada penelitian ini telah dihasilkan
sebuah aplikasi augmented reality museum bengkulu dengan menggunakan metode marker-based tracking
sebagai media informasi interaktif. Aplikasi ini dapat menampilkan informasi secara interaktif dengan adanya
media-media visual seperti objek 3D, audio, video, gambar dan text. Aplikasi ini juga dapat digunakan sebagai
media promosi Museum Negeri Bengkulu dan koleksi benda bersejarah berdasarkan hasil pengujian efektifitas
media promosi dengan menggunakan pendekatan EPIC model dalam sebuah kuisioner pada 45 responden.
Aplikasi yang dibangun telah di uji dan dinyatakan layak berdasarkan hasil pengujian dengan metode black-box
testing dan white-box testing.
Kata kunci : Augmented Reality, AR Museum Bengkulu, Android, Media Informasi Interaktif, Media Promosi,
Museum Negeri Provinsi Bengkulu can help efforts to introduce, preserve and exhibit
heritage historical objects interactively. In this
Abstract : Utilization of technology can help research, an augmented reality application for the
museums in efforts to preserve collections of Bengkulu Museum has been produced using the
historical objects and facilitate museums in markerbased tracking method as an interactive
conveying information. Museum Negeri information medium. This application can display
Bengkulu is a building that has stored and information interactively in the presence of visual
preserved 6,150 historical collections in Bengkulu media such as 3D objects, audio, images and text.
province which has many historical and cultural This application can also be used as a
values. Augmented reality technology is a promotional media for the Bengkulu State
technology that can be used to help museums to Museum and a collection of historical objects
introduce, preserve and exhibit historical objects. based on the results of testing the effectiveness of
The marker-based tracking method is one of the promotional media using the EPIC model
methods in augmented reality technology. This approach in a questionnaire on 45 respondents.
method utilizes a barcode/pattern or marker The application that has been built has been
which will then be detected by the camera and the tested and declared feasible based on the test
system will then track the position of the digital results using black-box testing and whitebox
object based on the position of the marker. The testing methods.
use of augmented reality technology in museums
153
Keywords : Augmented Reality, AR Museum of itu, dapat memberikan kemudahan bagi pengunjung
Bengkulu, Android, Media Interactive dalam mendapatkan informasi dari benda bersejarah
Information, Media Promotion, the State pada museum.
Museum of Bengkulu Province. Pada penelitian ini akan di buat sebuah
aplikasi augmented reality dengan metode marker-
I. PENDAHULUAN based tracking pada koleksi benda bersejarah
Menurut International Council of Museums Museum Negeri Bengkulu. Markerbased tracking
(2019) “Museum adalah lembaga permanen merupakan metode augmented reality yang
nonprofit yang melayani masyarakat dan terbuka beroperasi dengan mengenali marker dan
untuk umum, yang memperoleh, melestarikan, mengidentifikasi pola dari marker tersebut untuk
meneliti, mengkomunikasikan, dan memamerkan memvisualisasikan suatu objek virtual ke waktu
warisan berwujud dan tidak berwujud dari nyata (Chari, Singh dan Narayanan 2008).
kemanusiaan dan lingkungannya untuk tujuan Aplikasi yang akan dibangun dapat
pendidikan, studi dan kesenangan”. Salah satu menampilkan objek virtual 3D beserta informasi
museum yang menyimpan benda-benda bersejarah teks, gambar dan audio dari koleksi benda
provinsi Bengkulu yaitu Museum Negeri Bengkulu. bersejarah Museum Negeri Bengkulu. Aplikasi AR
Museum ini terletak di Jl. Pembangunan No. 08, ini akan di bangun pada platform android dengan
Gading Cempaka kota Bengkulu. Museum Negeri menggunakan vuforia software development kit
Bengkulu telah menyimpan 6.150 koleksi benda (SDK) pada unity. Dengan adanya penelitian ini
bersejarah yang memiliki banyak nilai-nilai sejarah dapat menampilkan nilai-nilai sejarah dari koleksi
dan budaya. (Sukoco, et al. 2019) Pemanfaatan Museum Negeri Bengkulu secara interaktif dan
teknologi dapat membantu dalam upaya pelestarian sekaligus dapat di gunakan sebagai media promosi
museum sebagai cagar budaya benda bersejarah. museum.
Dengan adanya teknologi dapat membantu dan
memudahkan museum dalam penyampaian II. TINJAUAN PUSTAKA
informasi. Dalam hal ini, teknologi augmented
A. Definisi Museum
reality dapat digunakan dalam membantu museum
Menurut Peraturan Pemerintah (PP) No. 19
untuk memperkenalkan, melestarikan dan
Tahun (1995) Tentang Pemeliharaan Dan
memamerkan benda bersejarah. Augmented reality
Pemanfaatan Benda Cagar Budaya Di Museum,
bertujuan untuk menggabungkan lingkungan
museum adalah lembaga, tempat penyimpanan,
interaktif yang dihasilkan oleh komputer dengan
perawatan, pengamanan, dan pemanfaatan benda
lingkungan nyata sehingga terlihat sebagai satu
bukti materil hasil budaya manusia, alam dan
lingkungan yang sama (Vallino 1998). Sebelumnya,
lingkungannya guna menunjang upaya perlindungan
telah dilakukan penelitian terhadap pengembangan
dan pelestarian kekayaan budaya bangsa. Museum
dan pemanfaatan teknologi augmented reality pada
memiliki tugas menyimpan, merawat,
museum.
mengamankan, dan memanfaatkan koleksi museum
Menurut Mursyidah & Ramadhona (2017)
benda cagar budaya.
dalam penelitiannya, dengan pemanfaatan teknologi
Dengan demikian, museum memiliki fungsi
augmented reality marker-based tracking dapat
yaitu sebagai tempat pelestarian dan sumber
dihasilkan aplikasi yang menampilkan 1 animasi
informasi benda budaya dan alam. Dalam hal ini,
rumah adat Aceh dan 9 objek 3D benda tradisional
museum berperan penting sebagai bentuk dalam
Aceh. Aishiyah & Andryanto (2018) dalam
upaya pelestarian dan pengamanan terhadap benda
penelitiannya, telah membuat aplikasi pemandu
cagar budaya yang menyimpan banyak kekayaan
wisata yang mampu memproyeksikan objek 3D
akan nilai-nilai sejarah.
melalalui teknologi augmented reality ke dalam
Definisi museum dikembangkan lebih lanjut
smartphone android. Candra dkk. (2019) dalam
lagi agar dapat sejalan dengan perkembangan
penelitiannya, menghasilkan aplikasi yang dapat
masyarakat. Menurut International Council of
menampilkan informasi berupa teks maupun video
Museums (2019) “Museum adalah lembaga
tentang benda bersejarah di Museum Sang Nila
permanen nonprofit yang melayani masyarakat dan
Utama melalui aplikasi augmented reality pada
perkembangannya, terbuka untuk umum, yang
smartphone android. Pemanfaatan teknologi
memperoleh, melestarikan, meneliti,
augmented reality pada museum dilihat dapat
mengkomunikasikan, dan memamerkan warisan
membantu upaya memperkenalkan, melestarikan
berwujud dan tidak berwujud dari kemanusiaan dan
dan memamerkan warisan benda bersejarah. Selain
154
lingkungannya untuk tujuan pendidikan, studi dan terdiri dari benda budaya dalam bentuk wadah yang
kesenangan." terbuat dari tanah liat yang dibakar. Koleksi
B. Museum Negeri Bengkulu filologika adalah koleksi naskah kuno yang di tulis
Pada tanggal 1 april 1978 didirikan sebuah tangan menguraikan tentang sesuatu hal atau
museum dengan nama Museum Bengkulu. Pada pristiwa yang berhubungan dengan kehidupan
tanggal 3 mei 1980 Museum Bengkulu mulai bermasyarakat dan alam lingkungan termasuk
difungsikan sebagai museum dan berlokasi legenda dan lain sebagainya dengan jumlah koleksi
sementara di belakang Benteng Malborough. yaitu 148 koleksi. Koleksi teknologika dengan
Koleksi awal museum berjumlah 51 koleksi jumlah 15 koleksi dan terdiri dari benda atau
etnografi, 6 buah koleksi keramik, dan 2 buah kumpulan benda yang menggambarkan
koleksi reflika. Pada tanggal 3 januari 1983 perkembangan teknologi tradisional sampai
museum di pindahkan ke lokasi baru di Jalan sekarang. Berikut beberapa koleksi museum yang
Pembangunan No. 08 Padang Harapan Bengkulu. akan di tampilkan pada aplikasi augmented reality
Pada tanggal 31 maret 1988 Museum Bengkulu buku koleksi benda bersejarah Museum Negeri
ditingkatkan statusnya menjadi museum negeri Bengkulu (Sukoco, et al.
provinsi dengan klasifikasi museum tipe C, sebagai 2019).
Unit Pelaksana Teknis (UPT) di bawah Direktorat C. Augmented reality
Permuseuman Dirjen Kebudayaan Departemen Augmented reality bertujuan untuk
Pendidikan Dan Kebudayaan Republik Indonesia. menggabungkan lingkungan interaktif yang
Selanjutnya, Museum Bengkulu diresmikan oleh dihasilkan oleh komputer dengan lingkungan nyata
Direktorat Jendral Kebudayaan Drs. G.B.P.H interaktif sehingga terlihat sebagai satu lingkungan
Poeger, dengan nama Museum Negeri Provinsi yang sama (Vallino 1998). Augmented Reality
Bengkulu (Sukoco, et al. 2019). didefinisikan sebagai teknologi yang dapat
Saat ini Museum Negeri Bengkulu memiliki memungkinkan pengguna untuk melihat lingkungan
koleksi yang berjumlah 6.150 koleksi yang terdiri objek virtual yang digabungkan dengan dunia nyata
dari delapan jenis koleksi. Koleksi biologika dengan (Azuma 1997). Jadi dapat di simpulkan bahwa
jumlah 37 koleksi dan terdiri dari kerangka augmented reality merupakan sebuah teknologi
manusia, hewan ataupun tumbuh-tumbuhan yang di yang mampu menggabungkan objek yang bersifat
awetkan termasuk fosil. Koleksi Etnografi dengan tidak nyata dalam bentuk dua dimensi atau tiga
jumlah 2.764 koleksi dan terdiri dari benda budaya dimensi dan dimunculkan atau diproyeksikan ke
baik yang masih di produksi maupun yang tidak dalam sebuah waktu yang nyata (real time).
terpakai lagi seperti benda upacara, senjata, Pada penelitian ini, augmented reality akan
anyaman dan tenun tradisional, peralatan berburu, di implementasikan ke dalam aplikasi yang nantinya
pertanian, nelayan dan perlengkapan kesenian serta akan digunakan sebagai sarana media informasi
kelengkapan hidup lainnya. Koleksi arkeologika interaktif dan media promosi Museum Negeri
berjumlah 90 koleksi dan terdiri dari benda budaya Bengkulu. Aplikasi yang di kembangkan pada
masa lampau sejak masa prasejarah sampai penelitian ini akan menggunakan metode
masuknya pengaruh barat (kolonial) serta koleksi markerbased tracking.
lainnya yang berasal dari hasil penggalian Terdapat 2 metode yang dapat di gunakan
arkeologi. Koleksi ini antara lain, kapak batu, dalam mambangun sistem augmented reality, yakni:
nekara, tampayan kubur dan bekal kubur masa 1. Marker-based Tracking
megalit dan arca masa Hindu Budha. Koleksi Metode marker-based tracking
historika dengan jumlah 8 koleksi dan terdiri dari memanfaatkan sebuah barcode atau pattern yang
benda budaya yang pernah digunakan untuk hal-hal berlatar hitam dan putih yang berbentuk persegi
yang berhubungan dengan pristiwa sejarah yang yang memuat informasi binary atau pola. Marker
berasal dari masa kolonial sampai sekarang. Koleksi ini akan di deteksi oleh kamera yang kemudian
numismatika dan heraldika dengan jumlah 1.187 sistem akan melakukan tracking terhadap posisi
koleksi. Koleksi numismatika adalah semua jenis benda digital berdasarkan posisi marker. Parameter
mata uang atau alat tukar yang sah sedangkan yang sangat penting dari sistem marker adalah rate
koleksi heraldika yaitu semua tanda jasa, lambang deteksi dari kesalahannya, rate inter-marker
dan tanda pangkat resmi termasuk stempel dan cap confusion, deketsi ukuran minimal, dan kesensitifan
yang pernah di pakai pada masa lalu. Koleksi terhadap variasi cahaya (Fiala 2005). Marker-based
keramologika dengan jumlah 1.901 koleksi dan tracking merupakan metode augmented reality yang
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beroperasi dengan mengenali marker dan pembuatan dan pengembangan aplikasi AR pada
mengidentifikasi pola dari marker tersebut untuk perangkat android. Vuforia SDK dapat di gunakan
memvisualisasikan suatu objek virtual ke waktu pada unity dengan memanfaatkan Vuforia AR
nyata (Chari, Singh dan Narayanan 2008). Extension for unity. Vuforia dikembangkan oleh
2. Markerless qualcomn untuk membantu para pengembang
Metode Markerless pada aplikasi Augmented dalam membuat aplikasi-aplikasi Augmented
Reality membuat pengguna tidak perlu lagi Reality (AR) di mobile phones (Ios, Android).
menggunakan marker untuk menampilkan objek Vuforia SDK memiliki fitur untuk dapat
vitual ke waktu nyata. Pada metode ini, sistem mendeteksi dan mengenali suatu objek dengan
bergantung pada keadaan posisi perangkat, arah dan teknologi computer vision yang dimilikinya. Berikut
lokasi. Metode markerless adalah teknologi fitur pengenalan objek yang dimiliki vuforia, antara
augmented reality yang digunakan untuk melacak lain :
objek yang ada di dunia nyata tanpa marker yang 1) Image Targets
spesial (Madden 2011). Berikut teknik pemanfaatan Target gambar mewakili gambar yang dapat
metode markerless diantaranya adalah Face dideteksi dan dilacak oleh vuforia engine.
Tracking, 3D Objek Tracking, dan Motion Tracking. Spesifikasi dari gambar ialah JPG atau PNG
Selain itu terdapat juga fitur GPS atau fitur kompas dalam RGB atau grayscale. Ukuran gambar
digital. masukan harus 2,25 MB atau kurang dan
Terdapat 6 kelas bidang yang berpotensi memiliki lebar minimum 320 piksel. Fitur
dalam menjadi area pengembangan teknologi yang diekstrak dari gambar-gambar ini
augmented reality. Diantaranya adalah visualisasi disimpan di cloud atau database perangkat
medis, perawatan dan perbaikan, data anotasi, dan dapat diunduh untuk selanjutnya
perencanaan jalur robot, hiburan dan navigasi dan dikemas bersama dengan aplikasi.
penargetan pesawat militer (Azuma 1997). 2) Multi Targets
Dalam penerapannya teknologi augmented Multi target adalah kumpulan dari beberapa
reality memiliki beberapa komponen yang harus target gambar yang digabungkan ke dalam
ada untuk mendukung kinerja dari proses pengaturan geometris yang ditentukan seperti
pengolahan citra digital. Adapun komponen- kotak. Dalam hal ini, memungkinkan pelacakan
komponen tersebut adalah sebagai berikut (Silva, dan deteksi dari semua sisi objek. Multi Target
Giraldi dan Oliveira 2003) : menggunakan gambar JPG atau PNG dalam
1) Scene Generator RGB atau grayscale. Ukuran gambar masukan
Scene Generator merupakan perangkat lunak harus 2,25 MB atau kurang. 3) Cylinder Targets
yang berperan dalam melakukan rendering objek. Target silinder memungkinkan anda
Rendering adalah proses pembangunan ulang mendeteksi dan melacak gambar yang dibungkus
sebuah objek tertentu dalam teknologi augmented menjadi bentuk silinder dan kerucut. Vuforia
reality. 2) Tracking System Engine dapat melacak sisi serta bagian atas dan
Tracking system adalah salah satu komponen bawah silinder target yang rata. Target berbentuk
terpenting dalam teknologi augmented silinder misalnya botol, cangkir, tempat
reality. Proses tracking ialah proses dalam minuman soda, dan lain sebagainya. Target
teknologi augmented reality melakukan silinder mendukung format gambar yang sama
pendeteksian terhadap sebuah gambar atau yang digunakan untuk target gambar dan multi
objek nyata yang memiliki pola tertentu. target. 4) Objek Recognition Pengenalan objek
3) Display memungkinkan anda mendeteksi dan melacak
Beberapa faktor harus diperhatikan dalam objek 3D yang rumit, khususnya mainan (seperti
membangun teknologi augmented reality figur aksi
yaitu faktor resolusi, fleksibilitas, titik
dan kendaraan) dan produk konsumen kecil
pandang, dan tracking area. Seperti
lainnya. Objek dengan ukuran lebih kecil
lingkungan pencahayaan yang kurang baik
dari 2 cm akan sulit untuk menangkap fitur
pada tracking area dapat mempengaruhi
yang dimilikinya dan mengakibatkan
proses display.
pelacakan tidak stabil.
D. Vuforia 5) VuMarks
Vuforia adalah Augmented Reality Software VuMarks adalah penanda yang disesuaikan
Development Kit (SDK) yang memungkinkan untuk dapat menyandikan berbagai format
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data. VuMarks mendukung identifikasi unik menyatakan bahwa suatu efektivitas multimedia
dan pelacakan untuk aplikasi augmented dapat dilihat berdasarkan beberapa kelebihan
reality. multimedia yaitu :
6) Model Targets 1) Penggunaan beberapa media dalam
Target model memungkinkan aplikasi yang menyajikan informasi.
dibuat menggunakan vuforia engine untuk 2) Kemampuan untuk mengakses informasi
mengenali dan melacak objek tertentu di secara up-to-date dan memberikan informasi
dunia nyata berdasarkan bentuk objek lebih dalam dan lebih banyak.
tersebut. Berbagai macam objek dapat 3) Bersifat multi-sensorik karena banyak
digunakan sebagai target model, dari merangsang indra, sehingga dapat mengarah
peralatan rumah tangga dan mainan, hingga ke perhatian dan tingkat retensi yang baik.
kendaraan, hingga peralatan industri skala 4) Menarik perhatian dan minat, karena
besar dan bahkan landmark arsitektur. merupakan gabungan antara pandangan,
Qualcomn sebagai salah satu pengembang suara dan gerakan. Apalagi manusia
teknologi augmented reality menerapkan memiliki keterbatasan daya ingat.
pendeteksian gambar menggunakan metode natural 5) Media alternatif dalam penyampaian pesan
features traking dengan metode FAST corner dengan diperkuat teks, suara, gambar, video,
detection. Dengan metode ini, pendeteksian gambar dan animasi.
dilakukan dengan mencari titik-titik (interest point) 6) Meningkatkan kualitas penyampaian
atau sudut-sudut pada suatu gambar (Irsyad 2016). informasi.
Vuforia menggunakan metode FAST corner 7) Bersifat interaktif menciptakan hubungan
detection untuk melakukan penilaian seberapa baik dua arah di antara pengguna multimedia.
gambar agar dapat terdeteksi dan dilacak Interaktivitas yang memungkinkan
menggunakan vuforia SDK. Sehingga, semakin baik pengembang dan pengguna untuk membuat,
nilai dari gambar yang digunakan maka akan memanipulasi, dan mengakses informasi.
mempengaruhi kecepatan aplikasi dalam Disisi lain multimedia dapat memberikan
menampilkan objek virtual ke dunia nyata. keuntungan terhadap penyampaian dan penerima
Dalam hal ini, vuforia SDK akan di informasi, antara lain (Munir 2012) :
integrasikan ke dalam unity engine. pengembangan 1) Lebih komunikatif Informasi yang
aplikasi AR museum bengkulu akan menggunakan gambar dan animasi lebih
mengimplementasikan fitur image target pada mudah dipahami oleh pengguna
vuforia. Target manager yang dimiliki vuforia dibandingkan informasi yang dibuat dengan
dapat digunakan sebagai pengaturan database cara lain. Informasi yang diperoleh dengan
image target aplikasi AR museum bengkulu. E. membaca kadang-kadang sulit dimengerti,
Dasar Teori Multimedia Interaktif sehingga harus membacanya berulang-ulang.
Multimedia dapat diartikan sebagai beberapa Selain itu, untuk membaca harus
media yang dipadukan dalam satu kesatuan yang menyediakan waktu khusus yang sulit
dalam menyebarkan informasi. Seperti hal nya, diperoleh karena kesibukan.
media video dan media suara merupakan bentuk 2) Mudah dilakukan perubahan perkembangan
multimedia karena informasi terdiri dari video dan organisasi, lingkungan, ilmu pengetahuan
suara. Berbeda dengan pesan teks yang hanya teknologi, dan lain-lain berpengaruh
memiliki informasi berupa tulisan. Menurut Munir terhadap informasi. Informasi menjadi tidak
(2012) multimedia dapat diartikan sebagai relevan lagi dengan keadaan yang ada,
penggunaan kombinasi antara teks, audio, gambar sehingga perlu diperbaharui sesuai dengan
dua dimensi (2D) dan tiga dimensi (3D), video dan kebutuhan yang ada. Dalam multimedia,
animasi dalam penyampaian konten digital secara semua informasi disimpan dalam komputer.
menyeluruh. Informasi itu bisa diubah ditambahkan,
Multimedia interaktif merupakan cara dikembangkan, atau digunakan sesuai
penggunaan yang berbeda dari beberapa bentuk dengan kebutuhan.
media (teks, audio, grafis, animasi, video dan 3) Interaktif penggunaan aplikasi interaktif
interactivity) dalam penyampaian informasi atau diantaranya untuk presentasi, perekonomian,
dengan tujuan komunikasi (Indahsari dan Istanto pendidikan dan lain-lain. Pengguna dapat
2018). Menurut Munir (2012) dalam bukunya interaktif sehingga keinginannya langsung
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bisa terpenuhi. Hal ini tidak bisa dilakukan elektronik seperti melalui printed-ad: poster,
pada informasi yang disajikan dengan cara brosur, leaflet, folder, flyer, katalog,
lain seperti media cetak. merchandising (mug, payung, kaos, topi, pin,
4) Lebih leluasa menuangkan kreatifitas dompet, tas, kalender, buku agenda, bolpoin,
pengembang multimedia atau multimedia gantungan kunci).
designer atau author dapat menuangkan Selanjutnya, media promosi dalam penelitian
kreatifitasnya supaya informasi dapat lebih ini akan memanfaatkan sebuah aplikasi android
komunikatif, estetis dan ekonomis sesuai yaitu aplikasi AR museum bengkulu dan media
kebutuhan. Hal ini bisa dilakukan karena cetak leaflet. Aplikasi ini berperan sebagai alat
perangkat lunak multimedia menyediakan dalam mengkomunikasikan Museum Negeri
tools serta programming language sehingga Bengkulu dan benda-benda koleksi museum kepada
memungkinkan pembuatan aplikasi yang pengguna aplikasi. Komunikasi yang dimaksud
kreatif. ialah sebagai usaha yang dilakukan dalam mencapai
F. Dasar Teori Media Promosi tujuan promosi. Berikut tujuan promosi yang ingin
Definisi media menurut Pujiriyanto dalam dicapai, antara lain :
(Aftani 2015) adalah sarana yang digunakan dalam 1) Memperkenalkan Museum Negeri Bengkulu
menyampaikan pesan atau informasi kepada publik dan koleksi benda bersejarah museum lebih
jauh kepada pengguna aplikasi AR museum
dengan penggunaan berbagai unsur komunikasi bengkulu.
grafis seperti teks atau gambar atau foto. Promosi 2) Memberikan informasi, sehingga menambah
menurut Evans dan Berman dalam Simamora pemahaman pengguna tentang Museum
(2001) adalah segala bentuk komunikasi yang Negeri Bengkulu dan koleksi benda-benda
digunakan untuk menginformasikan (to inform), bersejarah museum.
membujuk (to persuade), atau mengingatkan orang-
3) Mempengaruhi sikap pengguna aplikasi
orang tentang produk yang dihasilkan organisasi,
untuk menjadi tertarik berkunjung ke
individu ataupun rumah tangga. Menurut Fandy
Museum Negeri Bengkulu.
Tjiptono dalam (Wicaksono dan Darajat 2011)
Soewarno Handayaningrat dalam
menjelaskan bahwa tujuan promosi adalah untuk
(Lukitaningsih 2013) menyatakan bahwa efektivitas
menginformasikan, mempengaruhi dan membujuk,
merupakan pengukuran dalam arti terperincinya
serta mengingatkan sasaran promosi tentang
sasaran atau tujuan yang telah ditentukan
perusahaan. Sehingga, media promosi dalam
sebelumnya. Dalam penelitian ini akan diukur
penelitian ini memiliki arti sebagai sarana yang
tingkat efektivitas media promosi yang telah di
digunakan sebagai usaha dalam
buat. Sehingga dapat diketahui bahwa media
mengkomunikasikan Museum Negeri Bengkulu dan
promosi yang telah dibuat memiliki tingkat
benda-benda koleksi museum kepada pengguna
kelayakan untuk tetap digunakan.
aplikasi AR museum bengkulu. Komunikasi dalam
Pengukuran efektivitas media promosi
hal ini diartikan sebagai usaha yang dilakukan
dilakukan untuk menentukan tingkat efektivitas
dalam mencapai tujuan promosi.
media promosi kepada pengguna aplikasi AR
Setiap jenis media promosi memiliki
museum bengkulu. Pada penelitian ini, pengukuran
karakteristik tersendiri tergantung kepada tujuan
efektivitas media promosi dilakukan dengan
penggunaan media tersebut. Salah satu metode yang
menggunakan pendekatan EPIC Model yang
dapat digunakan dalam promosi ialah periklanan.
dikembangkan oleh AC. Nielsen. Adapun EPIC
Menurut Pujiriyanto dalam (Aftani 2015) dunia
Model mencakup empat dimensi yaitu: empathy
periklanan, terdapat pembagian dua jenis aktivitas
(empati), persuasion (persuasi), impact (dampak)
utama iklan yang dikenal dengan istilah Above the
dan communication (komunikasi). Berikut
Line (ATL) dan Below the Line (BTL).
penjelasan EPIC Model menurut Sugiyono dalam
1) Above the Line (ATL)
(Bestriandita dan Widodo 2017) :
Kegiatan iklan dengan menggunakan media
1) Dimensi Empathy (Empati)
masa komunikasi visual seperti surat kabar,
Dimensi empati memberikan informasi
majalah, tabloid, iklan radio, televisi, bioskop,
tentang bagaiaman konsumen menyukai suatu
internet dan telepon seluler. 2) Below the Line
iklan dan bagaimana konsumen melihat
(BTL)
hubungan antara suatu iklan dengan pribadi
Kegiatan iklan dengan tidak menggunakan
mereka. Dimensi empati ini memiliki indikator
media masa komunikasi visual dan
yaitu, tingkat baik atau buruknya ataupun untuk
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disukai oleh konsumen. 2) Dimensi Persuasion Buku yang digunakan sebagai referensi
(Persuasi) Dimensi Persuasi memberikan adalah buku-buku yang membahas
informasi tentang dampak yang diberikan oleh mengenai metode augmented reality,
suatu iklan dalam peningkatan atau karakter suatu unity 3D dan koleksi benda bersejarah
produk, sehingga memberikan gambaran Museum Negeri Bengkulu serta buku
mengenai perilaku konsumen terhadap yang berhubungan dengan penelitian.
ketertarikan produk. Dimensi persuasi ini b. Artikel
memiliki 2 indikator yaitu, tingkat ketertarikan Artikel yang digunakan adalah artikel
dengan produk dan keinginan untuk membeli yang diunduh dari internet. Informasi
produk. yang akan diperoleh dari artikel adalah
3) Dimensi Impact (Dampak) Dimensi Impact informasi peracangan aplikasi
memberikan informasi tentang produk yang augmented reality, museum, aplikasi
dalam iklan terlihat lebih baik daripada interaktif dan lain sebagainya.
produk dalam iklan dengan kategori yang 2) Wawancara yang dilakukan dalam sebuah
serupa serta kemampuan iklan untuk dapat kegiatan wawancara yang tidak terstruktur
melibatkan konsumen dalam informasi yang (informal). Dalam hal ini, pewawancara
disampaikan. Dimensi impact ini memiliki 2 melakukan wawancara dengan informan
indikator terhadap tingkat pengetahuan tanpa adanya pedoman atau daftar
produk (level of product knowledge) yaitu pertanyaan yang terstruktur. Informan yang
tahu betul tentang produk dan tingkat dimaksud dalam penelitian ini merupakan
kreatifitas iklan suatu produk dibandingkan seorang pegawai di Museum Negeri
iklan produk yang sejenis. Bengkulu, yaitu bapak Hery Sukoco.
4) Dimensi Communication (Komunikasi) Selanjutnya, berdasarkan hasil wawancara
Dimensi komunikasi memberikan informasi yang dilakukan diharapkan dapat
tentang kejelasan informasi iklan terhadap memberikan informasi terkait informasi
suatu produk yang dibandinkan dengan iklan mengenai museum dan koleksi benda
produk sejenis, kemampuan iklan dalam bersejarah Museum Negeri Bengkulu.
mengkomunikasikan informasi dan pesan 3) Angket atau kuisioner digunakan oleh
yang ingin disampaikan dan tingkat peneliti dalam memperoleh data pengujian
pemahaman terhadap pesan atau informasi ataupun analisis terhadap aplikasi yang telah
yang disampiakan. dibangun. Selanjutnya, peneliti dapat
menyebarkan sejumlah pertanyaan mengenai
III. Metode Pengumpulan Data uji dan analisa sistem yang telah dibangun
Salah satu faktor penting dalam menentukan baik dalam sudut pandang pengguna maupun
keberhasilan sebuah penelitian dapat ditentukan dari dari pandangan pengembang aplikasi. Dalam
penggunaan teknik pengumpulan data dan hal ini, dilakukan pengumpulan data melalui
instrument pengumpul data. Dalam hal ini, akan di tanggapan dan respon terhadap penerapan
tentukan bagaimana cara pengumpulan data, sumber sistem yang telah dibangun.
pengambilan data, dan alat yang digunakan dalam
IV. Metode Pengembangan Sistem
pengambilan data.
Dalam melakukan pengembangan perangkat
Metode pengumpulan data merupakan teknik lunak dibutuhkan metode atau model
yang dipergunakan dalam melakukan pengumpulan pengembangannya, salah satunya adalah waterfall.
data. Instrumen pengumpulan data merupakan alat Metode ini bersifat sistematis, dan berurutan dalam
yang digunakan dalam peneliti melakukan pengembangan perangkat lunak yakni dari tahap
pengumpulan data. Dengan demikian instrument Communication (Komunikasi dan kolaborasi),
dapat berupa kuesioner (angket terbuka/tertutup), planning (perencanaan), modelling (pemodelan),
pedoman wawancara dan lainnya. construction (implementasi), dan deployment
Dalam melakukan pengumpulan data penulis (distribusi) (Pressman 2010). Dalam hal ini, setiap
memanfaatkan beberapa instrument pengumpulan tahap harus diselesaikan terlebih dahulu sebelum
data yang dapat digunakan, antara lain : melanjutkan ke tahap selanjutnya. Dengan
1) Studi Pustaka dilakukan dengan cara demikian, dapat mempermudah pengembang dalam
menelaah beberapa literature, yaitu: a. Buku menyelesaikan penelitian ini dikarenakan
Referensi keterbatasan jumlah pengembang.
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Metode waterfall model digunakan sebagai senjata tradisional Museum Negeri Bengkulu dan
model pengembangan perangkat lunak ialah karena leaflet gambar marker. Tampilan aplikasi yang baik
model ini memiliki tahapan yang sederhana dan dan menarik akan dapat mempermudah pengguna
mudah dimengerti. Adapun tahapan-tahapan model dalam menjalankan aplikasi. Sehingga dapat
pengembangan waterfall pada aplikasi AR Museum meningkatkan nilai kepuasan pengguna terhadap
Bengkulu adalah sebagai berikut : aplikasi AR Museum Bengkulu. 4) Construction
1) Communication (Project Initiation & (Code & Test)
Requirements Gathering) Pada tahapan ini, hasil pemodelan di
Komunikasi dan kolaborasi merupakan hal implementasikan ke dalam aplikasi.
penting yang perlu dilakukan sebelum Selanjutnya, pengembang melakukan penulisan
memasuki tahapan yang bersifat teknis. code program sehingga membentuk sebuah
Diharapkan pengembang dapat memahami aplikasi. Aplikasi AR Museum Bengkulu di
sasaran/tujuan dari project dan dapat kembangkan menggunakan software unity
mendefinisikan fitur dan fungsi dari (game engine) dan vuforia SDK yang telah di
perangkat lunak yang akan dibangun. integrasikan didalam unity. Pengkodean
Penelitian ini bertujuan untuk membangun program menggunakan bahasa pemrograman C
media informasi interaktif dan media sharp (C#) dan di tulis didalam software
promosi Museum Negeri Bengkulu. microsoft visual studio. Setelah didapat aplikasi
Sehingga komunikasi dan kolaborasi secara utuh dan dapat di operasikan pada
dilakukan bersama pihak Museum Negeri device android, maka selanjutnya dilakukan
Bengkulu. Komunikasi dilakukan dengan proses pengujian aplikasi. Dalam hal ini
menggunakan metode wawancara. Dalam hal pengujian aplikasi dilakukan dengan uji
ini, pengembang telah memutuskan fungsional dan uji non-fungsional pada
spesifikasi produk (perangkat lunak) yang aplikasi. Pengujian dalam mengukur
akan dibangun. Selanjutnya berdasarkan keberhasilan fungsional apliakasi dilakukan
spesifikasi produk yang di dapat, dilakukan dengan menggunakan black-box testing dan
analisis kebutuhan. Pada tahap ini, didapat pengujian portabiliy. Sedangkan dalam
kebutuhan apa saja yang harus terpenuhi agar mengukur keberhasilan non-fungsional aplikasi
perangkat lunak yang dibangun sesuai dilakukan dengan menggunakan
dengan spesifikasi produk. Hasil analisis White-box Testing dan pengujian EPIC Model.
akan disesuaikan ke dalam proses pembuatan
aplikasi AR Museum Negeri Bengkulu. 5) Deployiment (Delivery, Support, Feedback)
2) Planning (Estimating, Scheduling, Tracking) Deployment merupakan tahap
Planning atau perencanaan dilakukan untuk pendistribusian aplikasi kepada pengguna. Dalam
menghasilkan waktu pelaksanaan dalam hal ini, distribusi dilakukan guna memperoleh
pengembangan perangkat lunak. Jadwal umpan balik dari sisi pengguna aplikasi. Sehingga
pengembangan meliputi estimasi waktu yang pengembang dapat memperoleh tingkat kualitas dari
dibutuhkan dalam pengembangan perangkat aplikasi yang dibangun.
lunak dimulai dari tahapan analisis hingga
V. HASIL DAN PEMBAHASAN
pengujian dan implementasi perangkat lunak.
Dengan adanya perencanaan ini diharapakan A. Implementasi Antarmuka
agar penelitian ini dapat berjalan efektif. Aplikasi AR museum bengkulu dibangun
Dengan demikian akan didapat alternatif dengan menggunakan software unity 3d dan vuforia
SDK. Dalam hal ini, desain interface didapat pada
solusi atas permasalahan yang dianalisis. 3)
proses perancangan interface yang telah dilakukan
Modelling (Analysis & Design)
sebelumnya.
Pemodelan dilakukan dengan tujuan agar
Pengkodean program sesuai dengan
memudahkan pengembang dalam proses
kebutuhan sistem yang telah di analisis.
pengembangan aplikasi. Dengan demikian,
Pengkodean sistem menggunakan bahasa
pengembangan aplikasi diharapkan memiliki sesuai
pemrograman C# serta menggunakan beberapa
dengan spesifikasi produk yang telah ditetapkan.
bantuan perangkat lunak sesuai dengan analisis dan
Pada tahap pemodelan ini akan dihasilkan desain
perancangan yang telah dilakukan sebelumnya.
user interface (UI) aplikasi. Selain itu pada tahap
ini akan menghasilkan pemodelan 3D dari koleksi
160
Berikut daftar scene pada aplikasi augmented metode pengujian black-box. Pengujian yang
reality museum bengkulu. dilakukan bertujuan untuk mengamati hasil berjalan
1) Main Menu interface perangkat lunak melalui data uji dan
Halaman menu utama aplikasi AR museum memeriksa fungsional dari aplikasi yang dibuat.
bengkulu. Teknik pengujian pada aplikasi AR museum
bengkulu ini menggunakan equivalence
partitioning. Dalam teknik ini dilakukan pembagian
domain masukan program berdasarkan nilai
masukan ke dalam kelas equivalence.
Dari 45 skenario yang dilakukan selama

proses penelitian, seluruh skenario berhasil
2) Menu Petunjuk dilakukan. Dengan ini kita dapat mengukur tingkat
Halaman tentang petunjuk penggunaan pengujian fungsional sistem sebagai berikut ini :
aplikasi.
Keberhasilan Fungsional = 45 x 100%
45
= 100 %
Berdasarkan hasil pengujian black-box
testing didapat hasil pengukuran tingkat
keberhasilan fungsional 100 %. Dengan demikian
aplikasi AR museum bengkulu telah berhasil
dibangun dengan tingkat fungsionalitas aplikasi
3) Menu Pengembang Halaman tentang yang baik berdasarkan hasil uji menggunakan
pengembang aplikasi. metode black-box testing.
Dalam melakukan pengujian portability akan
digunakan beberapa perangkat android yang
memiliki spesifikasi yang berbeda-beda. Berikut
tipe perangkat android yang akan digunakan : 1)
Tipe perangkat realme 5 pro, 2) Tipe perangkat
Oppo F11, 3) Tipe perangkat Redmi S2, 4) Tipe
perangkat Redmi 5 Plus, 5) Tipe perangkat Realme
4) Menu Augmented Reality XT. Berdasarkan pengujian aplikasi dalam uji
Halaman tracking marker augmented reality portability telah didapat hasil yang sangat baik
senjata tradisional. terhadap pengujian aplikasi pada 5 perangkat yang
berbeda. Berikut hasil pengujian portability yang
didapat dalam sub pengujian Adaptability dan sub
pengujiann Installability.
B. Pengujian Sistem
Pengujian aplikasi AR museum bengkulu
dalam penelitian ini dilakukan dengan uji
fungsional dan uji non-fungsional. Pengujian
fungsional aplikasi dilakukan dengan menggunakan
uji blackbox testing, pengujian portabiliy dan
pengujian marker. Sedangkan pengujian non-
fungsional dilakukan dengan menggunakan uji
white-box testing.
Pengujian dari segi fungsionalitas perangkat
lunak dapat dilakukan dengan menggunakan
161
dan 2 telah didapat hasil validasi dan dinyatakan

bahwa hasil kasus uji untuk independen path 1 dan
2 adalah valid.
100% Pengujian EPIC model dilakukan dengan
Realme 5 Pro 100%
100%
menyebarkan kuisioner melalui google form untuk
Oppo F11 100% melakukan penilaian efektivitas media promosi
Redmi S2 100% dengan memanfaatkan aplikasi AR museum
100%
bengkulu kepada 45 responden.
Redmi 5 Plus 100%
100% Hasil penilaian responden terhadap aplikasi
100% AR museum bengkulu sebagai media promosi
Realme XT 100% Museum Negeri Bengkulu dan koleksi benda-benda
bersejarah dianalisis dengan menggunakan EPIC
Installability Adaptibility model. EPIC Model mencakup empat dimensi
penilaian yaitu empathy (empati), persuasion
Pengujian Portability (persuasi), impact (dampak) dan communication
Pengujian metode marker-based tracking (komunikasi). Berikut hasil uji yang didapat dan
dilakukan berdasarkan dengan dua parameter, dinyatakan dalam EPIC Rate media promosi dalam
parameter utama dan parameter pendukung. aplikasi AR museum bengkulu.
Parameter utama terdiri dari gambar target (marker) No EPIC Model Skor Keterangan
dan objek 3d. Sedangkan parameter pendukung 1. Empathy 4.44 Sangat efektif
terdiri dari jarak kamera ke target gambar dan sudut 2. Persuasion 4.21 Sangat efektif
kamera. Dalam uji yang dilakukan terdapat skenario 3. Impact 3.77 Efektif
pengujian pada 3 perangkat yang berbeda dan 4. Communication 4.23 Sangat efektif
menggunakan 3 macam marker yang berbeda. Uji Berdasarkan rumusan empathy (empati),
yang dilakukan berdasarkan intensitas cahaya dalam persuasion (persuasi), impact (dampak) dan
ruangan dan luar ruangan serta sudut deteksi 45 0, communication (komunikasi) atau EPIC model
900 dan 1350 dengan jarak marker 30 cm, 60 cm, 90 telah didapat hasil pada pengukuran efektivitas
cm, dan 120 cm. Pada pengujian ini, didapat hasil media promosi dengan menggunakan aplikasi AR
yang sangat baik untuk ke-tiga perangkat dalam museum bengkulu, yaitu:
mendeteksi marker berdasarkan skenario dan a. Dimensi Empathy (Empati) Hasil akhir EPIC
kondisi yang ditentukan. rate pada dimensi empati adalah 4,44 dalam
Pengujian white-box dengan teknik basis skala likert termasuk dalam kategori sangat
path testing digunakan untuk mendapatkan ukuran efektif. Sehingga dapat dinyatakan bahwa
kompleksitas logika dan algoritma sebagai panduan aplikasi AR museum bengkulu dan media
untuk menentukan sekumpulan jalur dasar eksekusi cetak leaflet dapat digunakan dalam
dari desain prosedural yang digunakan. Menentukan mempromosikan Museum Negeri Bengkulu
nilai cyclomatic complexity : dan koleksi benda bersejarah museum.
V(G) = E–N+2 b. Dimensi Persuasion (Persuasi) Hasil akhir
= 5–5+2 EPIC rate pada dimensi persuasi adalah 4,21
= 2 dalam skala likert termasuk dalam kategori
Berdasarkan hasil cyclomatic complexity sangat efektif. Sehingga dapat dinyatakan
pada algoritama vuforia, telah didapat 2
bahwa media promosi yang digunakan dapat
independen path dalam algoritma ini, yaitu :
memberikan pemahaman tentang pentingnya
• Jalur 1 : 1-2-3-4-5-6-7-9-11
keberadaan koleksi benda bersejarah serta
• Jalur 2 : 1-2-3-4-5-6-8-10-11
peran museum dalam pelestarian benda
Berdasarkan pengujian dengan kasus uji : 1) bersejarah Provinsi Bengkulu.
Pengguna melakukan deteksi marker yang terdapat
c. Dimensi Impact (Dampak) Hasil akhir EPIC
di dalam leaflet, 2) Pengguna melakukan deteksi
rate pada dimensi dampak adalah 3,77 dalam
marker yang terdapat di luar leflet. Dengan hasil
skala likert termasuk dalam kategori efektif.
yang diharapka adalah : 1) Aplikasi menampilkan
Sehingga dapat dinyatakan bahwa media
objek augmented reality, 2) Aplikasi tidak
promosi yang digunakan memiliki tingkat
menampilkan objek augmented reality. Pada
kreatifitas yang baik dan dapat memberikan
pengujian yang dilakukan berdasarkan kasus uji 1
162
pengetahuan tentang museum dan koleksi Berdasarkan pembahasan hasil analisis,

benda bersejarah bagi pengguna aplikasi. implementasi dan pengujian aplikasi augmented
d. Dimensi Communication (Komunikasi) Hasil reality museum bengkulu dengan menggunakan
akhir EPIC rate pada dimensi dampak adalah metode marker-based tracking, maka penulis
4,23 dalam skala likert termasuk dalam menyarankan sebagai pembaharuan pada penelitian
kategori sangat efektif. Sehingga dapat selanjutnya sebagai berikut:
dinyatakan bahwa media promosi dapat 1. Peneliti selanjutnya dapat membuat lebih
digunakan dalam penyampaian pesan atau banyak objek 3D koleksi benda bersejarah
informasi yang memiliki kesan atau kekuatan Museum Negeri Bengkulu, seperti koleksi
serta dapat diingat dan dipahami oleh teknologika, keramologika dan lain
pengguna aplikasi. sebagainya.
2. Peneliti selanjutnya dapat menambahkan
VI. PENUTUP animasi bergerak pada objek 3D koleksi
benda bersejarah, sehingga menambah
A. Kesimpulan
membuat aplikasi menjadi lebih interaktif.
Berdasarkan pembahasan hasil analisis,
3. Peneliti selanjutnya dapat menerapkan
implementasi dan pengujian aplikasi augmented
metode augmented reality lainnya seperti
reality museum bengkulu dengan menggunakan
Area Target agar dapat melakukan penerapan
metode marker-based tracking, maka didapatkan
navigasi terhadap ruang koleksi Museum
kesimpulan sebagai berikut:
Negeri Bengkulu.
1. Penelitian ini telah berhasil menghasilkan
aplikasi augmented reality museum bengkulu
dengan menggunakan metode marker-based REFERENSI
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sebagai media promosi Museum Negeri Perbandingan Efektivitas Iklan Menggunakan EPIC
Bengkulu dan koleksi benda bersejarah Model Terhadap Mahasiswa UII Yogyakarta." Prosiding
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responden. Adapun hasil yang didapat "Aplikasi Augmented Reality Pengenalan Benda
berdasarkan empat dimensi pengujian ialah Bersejarah Museum Sang Nila Utama Kota Pekanbaru."
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[6] Fiala, M. 2005. "ARTag, a fiducial marker system using
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hasil pengujian fungsional menggunakan (CVPR'05). San Diego, CA, USA: IEEE. pp. 590-596.
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partitioning sebesar 100% dari 33 skenario "Multimedia Interaktif Sebagai Media Informasi STMIK
pengujian dan pengujian white-box pada ASIA Berbasis Flash." JESKOVSIA (Jurnal Desain
algoritma pendeteksian vuforia. Komunikasi Visual Asia).
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[12] Madden, Lester. 2011. Professional augmented reality
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[14] Mursyidah, and Ramadhona. 2017. "Aplikasi Augmented
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Tentang Pemeliharaan Dan Pemanfaatan Benda Cagar
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[16] Pressman, R. 2010. Software Engineering: A
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[17] Silva, R., G. A. Giraldi, and J. C. Oliveira. 2003.
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pemasaran efektif dan profitabel. Jakarta: Gramedia
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Tazdaria. 2019. "Katalog Pameran." Bengkulu: Museum
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[20] Vallino, James R. 1998. "Interactive Augmented Reality."
University of Rochester, New York.
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164
ISSN 2407-4322 E- ISSN
2503-2933 185
Jurnal Teknik Informatika dan Sistem Informasi

Vol. 10, No. 2, Juni 2023, Hal. 185-195
Perancangan Augmented Reality Berbasis Marker Pada

Gedung Laboratorium Sentral Ilmu Hayati Universitas
Borneo Tarakan
Awang Pradana*1, Edy Utomo2, Dedy Harto3,Arif Fadllullah4

1,2,3,4
Universitas Borneo Tarakan, Jl amal lama no 1, No. telp 0551-5509459
1,3,4
Jurusan Teknik Komputer, Fakultas Teknik,UBT Tarakan
2
Jurusan Teknik Sipil, Fakultas Teknik, UBT Tarakan
e-mail: * awang.pradana@borneo.ac.id, 2edyutomo99@gmail.com, 3dedy@borneo.ac.id
1
4
arif.fadl@borneo.ac.id,
Abstrak
Pengaruh dari social distancing pada masa pandemi covid-19, bahkan beberapa daerah di
indonesia diberlakukan PPKM level dan lockdown, sehingga beberapa pekerjaan serta pada
bidang pendidikan diberlakukan secara virtual. Salah satu teknologi yang mengandalakan sektor
virtual adalah augmented reality (AR), teknologi yang melakukan visualisasi dimana
menggabungkan data atau obyek virtual dengan keadaan real atau nyata. Teknologi ini
memungkinkan pengguna melihat obyek virtual dalam bentuk 3D bahkan dapat memberikan
experience baru yaitu user dapat berinteraksi langsung dengan obyek virtual tersebut. Oleh
karena itu, berdasarkan pengalaman tersebut, maka penelitian ini mengusulkan perancangan
Augmented Reality dengan metode marker, objek yang dikerjakan adalah gedung LSIH di
universitas borneo tarakan. Metode dari penelitian akan menggunakan smartphone yang
digunakan untuk menangkap citra real-time dan hasil tangkapannya diolah menggunakan
metode marker-based, hingga diperoleh bentuk 3D objek citra, yang dapat dilihat dari berbagai
sudut. Hasil akhir penelitian yang dirancang ini menghasilkan bentuk objek 3D dari struktur
gedung tersebut dengan dukungan kamera pada smartphone yang diambil secara real-time dan
bisa lebih efektif, cepat dan akurat dengan performa yang dinamis, serta resource yang ringan.
Dengan kata lain, penelitian ini dibangun dalam rangka mempromosikan bentuk pengenalan
salah satu gedung laboratorium yang berada di universitas borneo tarakan ke masyarakat,
khususnya yang ada di kota tarakan.
Kata kunci— Computer vision, Augmented reality, Interaksi Grafika seni, 3D, universitas
borneo tarakan.
http://jurnal.mdp.ac.id jatisi@mdp.ac.id
Jatisi ISSN 2407-4322
Vol. 10, No. 2, Juni 2023, Hal. 185-195 E- ISSN 2503-2933 186
Abstract
Social distancing during the Covid-19 pandemic even several regions in Indonesia
imposed lockdown levels, so that several jobs and in the education sector were implemented
virtually. One technology that relies on the virtual sector is AR, a technology that performs
visualization in virtual data or objects are combined with real conditions. This technology
allows users to view virtual objects in 3D and can even provide a new experience interact
directly with these virtual objects. Therefore, based on this experience, this proposes design of
AR with the marker method, the object being worked on is the LSIH at Universitas Borneo
Tarakan. The research will use a smartphone to capture images in real-time and the catches will
be processed using a marker-based, until a 3D image object is obtained, which can be viewed
from various angles. It is hoped that the research that will be designed will produce 3D from the
building with the a smartphone which is taken in real-time and can be more effective, fast and
accurate with dynamic performance. In other words, this research training was built in order to
promote a form of introduction to one of the laboratory buildings located at the UBT to the
public, especially those in the city of Tarakan.
Keywords— Computer vision, Augmented reality, art graphic interaction, 3D, universitas borneo
tarakan.
1. PENDAHULUAN
P enyebaran virus corona ini sangatlah cepat, banyak menyebabkan ribuan kematian secara
global hingga membuat Organisasi Kesehatan Dunia mendeklarasikan Covid-19 sebagai
pandemi pada 12 Maret 2020[1]. Hal yang dapat untuk mengatasi penyebaran yang
semakin massif dan kematian yang semakin banyak. Sebagai langkah pencegahan, diterapkan
protokol kesehatan yang meliputi berbagai aspek kegiatan, termasuk pembatasan sosial hingga
lockdown total. [2]. Akan tetapi hal ini tentu akan menghambat seluruh kegiatan masyarakat,
tidak terkecuali di Indonesia, yang mana kegiatan ekonomi dan pendidikan sangat terdampak
sekali.
Didalam dunia grafika komputer dimana ilmu ini berkaitan erat dengan representasi gambar
dan grafik secara digital, mempelajari teknik untuk mengubah objek sederhana dalam gambar
2D menjadi bentuk 3D. [3], Teknologi augmented reality mengombinasikan objek virtual dua
dimensi ke dalam lingkungan nyata tiga dimensi dan menampilkannya secara realtime. [4][5].
Tujuan dari augmented reality ini sendiri adalah menghubungkan dunia fisik dan digital.
Pemahaman tentang image acapkali diperuntukan mendapatkan informasi hubugan dari absolut
dan penanda implisit kedalam adegan dan untuk memicu terjadinya suatu proses[6]. Terdapat
dua macam metode yang digunakan untuk membuat suatu augmented reality yaitu dengan,
metode Marker Based Tracking dan Markerless Augmented reality[7].
Universitas Borneo Tarakan (UBT) dalam era perkembangan ilmu dan teknologi yang pesat,
masyarakat senantiasa berkeinginan untuk meningkatkan kemampuan diri agar dapat
menyesuaikan diri dengan perkembangan tersebut. Di antara berbagai Perguruan Tinggi yang
berlokasi di Kalimantan Utara, UBT menawarkan peluang yang sangat menjanjikan dalam
memberikan jaminan mutu dan kualitas pendidikan. Kota Tarakan dan sekitarnya, tempat
berdirinya UBT, sedang mengalami pertumbuhan yang pesat dengan pembangunan fisik yang
signifikan dan peningkatan fasilitas yang komprehensif. Hal ini menciptakan lingkungan yang
kondusif dan menarik bagi mahasiswa untuk mengejar ilmu pengetahuan. UBT baru saja
Awang, et., al [Perancangan Augmented Reality Berbasis Marker pada Gedung Laboratorium Sentral Ilmu Hayati
Universitas Borneo Tarakan] d clear, implies research results
(First Author)
187 Jatisi ISSN 2407-4322
Vol. 10, No. 2, Juni 2023, Hal. 185-195 E-ISSN 2503-2933
membangun gedung laboratorium baru yang nantinya akan digunakan untuk praktikum
mahasiswa serta wadah yang digunakan untuk penelitian dosen.
Penelitian sebelumnya yang berhubungan dengan penelitian ini, diantaranya E-Layout Berbasis
3D Penelitian ini membahas tentang penggabungan teknologi realitas virtual (virtual reality) ke
dalam aplikasi e-commerce yang inovatif, dengan tujuan meningkatkan kualitas layanan kepada
konsumen sebelum melakukan pembelian [8]. Penelitian selanjutnya yang menjadi acuan adalah
pembuatan aplikasi Augmented Reality mobile membantu mahasiswa memahami materi Objek
3D dengan studi kasus Gedung M Universitas Semarang, sehingga memudahkan proses
belajar[9]. Berikutnya penelitian yang terkait yaitu melalui penggunaan metode material
collecting, data lokasi yang diperoleh melalui observasi langsung di lingkungan edukasi
UNSRAT akan digunakan untuk menciptakan pengalaman Augmented Reality (AR) yang
interaktif[10]. Rencana penelitian ini tidak lepas dari roadmap besar penelitian yang sedang
dilakukan peneliti dengan spesifikasi bidang kepakaran Natural Human computer interaction
dan dari bidang software engginering dari tahun 2019 hingga kini, yaitu teknologi informasi
dalam interaksi manusia dan komputer yang mendukung kemajuan masyarakat di wilayah
perbatasan.
Penelitian yang dirancang dalam interaksi pengguna dengan AR gedung LSIH ini penting untuk
mempelajari dan mengidentifikasi pendekatan yang efektif agar pengguna dapat berinteraksi
dengan aplikasi augmented reality gedung dengan baik. Aspek-aspek yang perlu
dipertimbangkan meliputi desain antarmuka yang baik, pengaturan marker yang optimal, dan
penyajian informasi yang jelas dan mudah dipahami bagi pengguna.kemudian menghasilkan
bentuk augmented reality sesuai yang diharapkan dimana proses rendering yang efektif, cepat
dan akurat dengan performa yang dinamis. Dengan kata lain, penelitian ini dibangun juga dalam
rangka mendukung kampus universitas borneo tarakan dalam upaya memperkenalkan gedung
serta fasilitas yang ada didalamnya.
2. METODE PENELITIAN
Berdasarakan dari latarbelakang Penelitian ini menggunakan metode SDLC (Software

Development Life Cycle) sebagai kerangka kerja dalam proses pengembangan perangkat lunak.
Metode ini digunakan agar lebih memudahkan penelitian ini bagaimana cara atau
langkahlangkah yang tepat untuk melakukan penelitian ini. Dapat dilihat pada gambar 1.
dibawah ini.
Universitas Borneo Tarakan] IJCCS
Vol. x, No _page
Gambar 1. SDLC AR Gedung LSIH
2.1 Metode Pengumpulan Data

Setelah melakukan observasi dan pengumpulan kebutuhan, ditemukan
kebutuhankebutuhan yang penting untuk pengembangan aplikasi.
2. 1.1 Dataset Gedung
Dataset gedung ini merupakan data objek gedung yang sudah di render ke dalam bentuk
objek 3D, nantinya aplikasi akan memperlihatkan objek 3D gedung yang akan diwujudkan
sebagai objek virtual yang ditampilkan di atas marker.
2. 1.2 Dataset Informasi

Dataset informasi ini merupakan sekumpulan pusat informasi mengenai media marker
yang akan digunakan untuk gedung lsih baik. Gunanya untuk kebutuhan aplikasi vuforia.
2. 2 Metode Pemecahan Masalah

Perancangan aplikasi augmented reality ini di akses oleh pengguna yang akan mencoba
menjalankan aplikasi ini dengan menggunakan media marker pada kertas yang sudah di desain
•
untuk menandai objek 3D yang telah ditentukan. Berikut ini alur kerja sistem pada aplikasi.
Pengguna mengakses aplikasi melalui ponsel Android yang telah terpasang aplikasi tersebut.
•
Pengguna mengarahkan kamera ponsel Android ke cetakan marker yang telah dipersiapkan
untuk menampilkan model 3D.
(First Author)
•
Saat pengguna mengarahkan kamera smartphone Android ke cetakan yang telah
disinkronisasi, kamera akan secara instan menampilkan marker dan menampilkan model 3D
serta informasi terkait.
Marker merupakan sebuah gambar yang akan dipakai sebagai obyek acuan lokasi untuk
meletakkan objek 3D pada aplikasi AR. Pada umumnya, pola bentuk marker cetakan persegi
dengan berbagai bingkai didalamnya, pembuatan media marker dapat dikerjakan pada banyak
model baik menggunakan cara manual dengan menggambar memakai alat tulis, atau dapat
membuat dengan bantuan software untuk medianya seperti paint, Coreldraw, photoshop, dan
media lainnya. Terdapat beberapa faktor yang perlu diperhatikan dalam pembuatan pola marker.
misalnya memperhatikan bentuk visual, penentuan garis batas, dan objek yang jelas.
2. 3 Metode Pengembangan Perangkat Lunak
2. 3.1 Prosedur Riset

Agar dapat menjalankan aplikasi augmented reality pada smartphone Android,
diperlukan serangkaian langkah dan metode yang digunakan dalam suatu studi untuk
mengumpulkan data, menganalisis informasi, dan mencapai tujuan penelitian.
Gambar 2. Prosedur Singkat Alur Riset
2. 3.2 Rancangan Program

Gambar 2 meliputi perancangan prosedur dari aplikasi yang dibuat dengan berbasis
Augmented Reality. Dalam hal ini media yang dibuat, sekaligus akan menjadi marker dari
program augmented reality, perancangan media yang akan discan ini menggunakan corel draw,
media yang dirancang sebanyak 1 lembar kerja bagian atas dari media tersebut sekaligus
menjadi marker yang akan di upload pada situs ke https://developer.vuforia.com/ agar media
marker tersebut dapat di generate oleh vuforia menjadi .unitypackage, ini adalah file konfigurasi
dari vuforia terhadap media marker yang sudah di unggah. Pola marker dapat saja berbentuk
simetris, baik secara vertical, horizontal, maupun diagonal.
Bentuk pada media marker dirancangan sedemikian mungkin agar proses pengenalan
lebih cepat dan tepat, namun perlu harus tetap diperhatikan mengenai sifat unik dalam media
tersebut. Posterior desain media marker dibuat dalam bentuk format .jpeg, media marker dialih
menjadi file .unitypackage oleh vuforia setelah di download, agar dapat digunakan oleh aplikasi
Unity 3D.
Pada saat aplikasi dijalankan, tampilan awal yang muncul adalah beranda. Beranda ini
menampilkan splash screen program berupa gambar dan teks. Dalam perancangan layout, menu
pilihan yang ditampilkan adalah halaman utama. Terdapat beberapa pilihan yang dapat diakses
melalui tombol-tombol, seperti tombol "Start" yang berfungsi untuk menjalankan program dan
mengakses fitur deteksi augmented reality menggunakan kamera. Selanjutnya, terdapat tombol
Vol. x, No _page
"Exit" yang berfungsi untuk keluar dari aplikasi augmented reality. Terdapat juga tombol "More
Info" yang mengarahkan pengguna ke website resmi jurusan teknik komputer.
3. HASIL DAN PEMBAHASAN
3. 1 Hasil Analisis Sistem

Analisis sistem usulan merupakan tahap penting yang memberikan gambaran tentang
rancangan sistem yang akan dikembangkan. Proses yang terjadi pada sistem yang diusulkan
dapat diilustrasikan melalui sebuah diagram atau gambar yang menggambarkan alur kerja dan
interaksi komponen-komponen sistem, dapat dilihat pada gambar 3.
(First Author)
Gambar 3. Flowmap AR Gedung LSIH UBT
3. 1.1 Perancangan Usecase Diagram

Usecase digunakan untuk memahami fungsi-fungsi yang terdapat dalam suatu aplikasi
dan mengidentifikasi pengguna yang berhak mengakses dan menggunakan fungsi-fungsi
tersebut. Usecase dapat dilihat pada gambar 4.
Vol. x, No _page
Gambar 4. Usecase Diagram
3. 1.2 Perancangan Activity Diagram

Activity diagram menggambarkan workflow dalam artian aktivitas dari sebuah sistem
atau proses yang berjalan pada perangkat lunak. yang perlu diperhatikan disini adalah bahwa
diagram aktivitas menggambarkan aktivitas sistem bukan apa yang dilakukan oleh pengguna,
maka apa saja aktivitas yang dapat dilakukan oleh sistem. Untuk mengetahui workflow
pengguna dan sistem dapat dilihat pada gambr 6.
(First Author)
Gambar 6. Activity Diagram
3. 2 Implementasi Perangkat Lunak

Penerapan aplikasi yang telah dirancang ini menggunakan device smartphone realme 5
pro, dengan kapasitas memory internal 128 Gb, dan memory ram 4 Gb. Berikut adalah gambar
hasil screenshot.
3. 3 Pengujian Perangkat lunak

Pengujian perangkat lunak penting untuk memastikan aplikasi berfungsi dengan baik
dan sesuai dengan kebutuhan pengguna. Tes dilakukan untuk menguji fungsionalitas dan kinerja
aplikasi dengan mengacu pada tabel kasus uji dan hasil yang diharapkan. Melalui pengujian
yang komprehensif, mengidentifikasi dan memperbaiki bug atau kesalahan dalam perangkat
lunak. Dengan demikian, pengujian perangkat lunak memainkan peran penting dalam menjaga
kualitas aplikasi dan memberikan pengalaman pengguna yang memuaskan.
Tabel 1. Pengujian Blackbox

Justifikasi Skenario Alur Hasil yang Hasil
No. Keterangan
Fungsi Ujicoba Diperoleh Pengujian
1. Memilih User Splash screen Aplikasi Berhasil
aplikasi “Made by Unity” memasuki
“Project” memilih menu utama
aplikasi
yang
telah di instal,
Vol. x, No _page
dengan cara
meng-klik
program
tersebut
2. Memilih User mengklik Menampilkan Pengguna Berhasil
menu tombol fungsi kamera, dapat
“Start” start kemudian user mengakses
dapat langsung fitur kamera
melihat objek 3D. yang
mengarahkan
ke media
marker untuk
menampilkan
model 3D
gedung LSIH.
3. Memilih User mengklik Aplikasi Aplikasi masuk Berhasil
Tombol tombol kembali ke di menu awal
“Return” return back menu awal dan dapat
memilih
kembali
tombol fungsi
yang tersedia.
4. Memilih User mengklik Aplikasi Menampilkan Berhasil
menu tombol memberikan notifikasi
“Exit” exit pemberitahuan Apakah
kepada pengguna Anda
tentang niat keluar yakin ingin
dari aplikasi. keluar dari
Terdapat tombol aplikasi?
"Yes" untuk Jika ya,
melanjutkan keluar klik "Ya" untuk
dari aplikasi dan keluar
tombol "No" untuk dari
membatalkan
tindakan tersebut. aplikasi, dan
jika tidak, klik
"Batal"
untuk
membatalkan
keluar dari
aplikasi.
5. Memilih User mengklik User akan Menuju Berhasil
menu “ tombol “more diarahkan menuju website official
More Info” info” direct link website informasi
official dari jurusan aplikasi
teknik komputer yang
dibuat dan
(First Author)
pembuat
aplikasi
6. Aplikasi User membuka User membuka Aplikasi Gagal
kamera aplikasi aplikasi project AR project AR
default kamera default Gedung LSIH dan Gedung LSIH
smartphone dari mencoba untuk tidak
dan Aplikasi smartphone memulai dengan mendeteksi
project AR meng-klik tombol objek 3D
“start”
4. KESIMPULAN
Dengan mengaplikasikan augmented reality berbasis Android ini, pengguna dapat

mengakses model 3D gedung Laboratorium Sentral Ilmu Hayati di Universitas Borneo Tarakan.
Hal ini memungkinkan pengenalan gedung tersebut kepada mahasiswa dan masyarakat luas.
Aplikasi ini memiliki daya tarik yang tinggi bagi masyarakat, khususnya di kota tarakan untuk
mengenal salah satu gedung laboratorium karena ditampilkan dalam bentuk yang unik berbasis
3D. Salah satu bagian teknik Markerless Augmented Reality adalah 3D Object Tracking yaitu
metode yang dapat mengenali semua bentuk benda disekitarnya sebagai objek, seperti gedung,
mobil, meja, televisi, dan lain-lain. dapat digunakan untuk mendeteksi marker pada objek 2D
agar dapat menampilkan objek 3D.
5. SARAN
Rencana tahapan berikutnya melibatkan pendeteksian marker dengan menggunakan

algoritma Lucas-Kanade. Proses ini melibatkan penggabungan gambar 2D berwarna dan
menentukan titik piksel untuk mencari tepi gambar/citra menggunakan teknik Sobel. Key point
akan dicari hingga ditemukan titik piksel yang mewakili marker yang diaplikasikan pada
gambar 2D. Menambahkan beberapa objek lain tidak hanya satu gedung laboratorium saja,
karena di universitas borneo tarakan memiliki banyak gedung, selain dari gedung laboratorium.
UCAPAN TERIMA KASIH
Penulis mengucapkan salam hormat kepada LPPM Universitas Borneo Tarakan yang
telah memberi dukungan financial melalui hibah DIPA universitas borneo tarakan terhadap
penelitian ini. Terima kasih sebanyak-banyaknya,
DAFTAR PUSTAKA
[1] M. Ciotti, M. Ciccozzi, A. Terrinoni, W.-C. Jiang, C.-B. Wang, and S. Bernardini, “The
Covid-19 Pandemic,” Crit. Rev. Clin. Lab. Sci., Vol. 57, No. 6, pp. 365–388, 2020, doi:
10.1080/10408363.2020.1783198.
Vol. x, No _page
[2] F. F. Rachman and S. Pramana, “Analisis Sentimen Pro dan Kontra Masyarakat
Indonesia Tentang Vaksin COVID-19 pada Media Sosial Twitter,” Health Information
Management Journal ISSN, Vol. 8, No. 2. pp. 2655–9129, 2020.
[3] P. Nurtantio Andono and T. (Universitas Dian Nuswantoro Semarang) Sutojo, Konsep
Grafika Komputer. Andi, 2016.
[4] I. E. Sutherland, “A Head-Mounted Three Dimensional Display,” in Proceedings of

AFIPS 68, 1986, pp. 757–764.
[5] P. W. Aditama, I. Nyoman Widhi Adnyana, and K. Ayu Ariningsih, “Augmented Reality
Dalam Multimedia Pembelajaran,” Pros. Semin. Nas. Desain dan Arsit., Vol. 2, pp. 176–
182, 2021.
[6] N. Y. Sidratul Munti and D. A. Syaifuddin, “Analisa Dampak Perkembangan Teknologi
Informasi dan Komunikasi Dalam Bidang Pendidikan,” J. Pendidik. Tambusai, Vol. 4,
No. 2, pp. 1975–1805, 2020, [Online]. Available:
https://jptam.org/index.php/jptam/article/view/655.
[7] A. Kulshreshth, C. Zorn, and J. J. Laviola, “Poster: Real-Time Markerless Kinect Based
Finger Tracking and Hand Gesture Recognition for HCI,” IEEE Symp. 3D User
Interface 2013, 3DUI 2013 - Proc., pp. 187–188, 2013, doi:
10.1109/3DUI.2013.6550241.
[8] R. Rumajar, A. Lumenta, and B. A. Sugiarso, “Perancangan Brosur Interaktif Berbasis

Augmented Reality | Rumajar | Jurnal Teknik Elektro dan Komputer,” E-journal Tek.
Elektro dan Komput., Vol. 4, No. 6, pp. 1–9, 2015, [Online]. Available:
https://ejournal.unsrat.ac.id/index.php/elekdankom/article/view/9991/9576).
[9] A. Nugroho and B. A. Pramono, “Aplikasi Mobile Augmented Reality Berbasis Vuforia
Dan Unity Pada Pengenalan Objek 3D Dengan Studi Kasus Gedung M Universitas
Semarang,” J. Transform., Vol. 14, No. 2, p. 86, 2017, doi:
10.26623/transformatika.v14i2.442.
[10] P. O. Rotinsulu et al., “Implementasi Markerless Augmented Reality Untuk Navigasi

Dalam Gedung,” J. Tek. Elektro dan Komput., Vol. 7, No. 3, pp. 323–330, 2018.
(First Author)
Terakreditasi SINTA Peringkat 2
Surat Keputusan Dirjen Penguatan Riset dan Pengembangan Ristek Dikti No. 10/E/KPT/2019
masa berlaku mulai Vol. 1 No. 1 tahun 2017 s.d Vol. 5 No. 3 tahun 2021
Terbit online pada laman web jurnal: http://jurnal.iaii.or.id
JURNAL RESTI
(Rekayasa Sistem dan Teknologi Informasi)
Vol. 4 No. 3 (2020) 608 - 617 ISSN Media Elektronik: 2580-0760
Augmented Reality Untuk Media Promosi Hasil Penelitian

Andrian Wikayanto
Pusat Penelitian Masyarakat & Budaya LIPI wikayanto@gmail.com
Abstract
Science & Technopark (STP) was built to accelerate the process of transfer technology of research findings that have been
discovered by LIPI. The research findings not only in the form of patents or products but also in the form of tools and
buildings. To facilitate the understanding of stakeholders in the research findings an innovative media for the promotion of
LIPI research findings was made using Augmented Reality (AR) media. This study uses a linear strategy method that
combines text, posters, and videos into AR media. The AR application was tested on 25 LIPI stakeholders by distributing
questionnaires using a Likert measurement scale. The results obtained are that AR not only effective in promoting commercial
products but also very effective in promoting research products that have been found by LIPI at STP and making promotional
activities more interesting and interactive.
Keywords: augmented reality, media promotion, research findings, technopark
Abstrak
Sains & Technopark (STP) dibangun untuk mempercepat proses alih teknologi hasil penelitian yang sudah dilakukan oleh
LIPI. Hasil penelitian tersebut tidak hanya berupa paten atau produk namun juga berupa alat dan bangunan. Untuk
mempermudah pihak stakeholder dalam memahami hasil penelitian tersebut maka dibuatlah sebuah inovasi dalam media
promosi hasil penelitian LIPI dengan menggunakan media Augmented Reality (AR). Penelitian ini akan menggunakan metode
linear strategy dengan mengkombinasikan teks informasi, poster dan video ke dalam media AR. Aplikasi AR akan diujikan
kepada 25 stakeholder LIPI dengan menyebarkan kuisioner dengan menggunakan skala pengukuran likert. Hasil akhir yang
didapatkan adalah AR mampu digunakan sebagai media promosi yang sangat efektif dalam mempromosikan produk-produk
hasil riset yang telah dihasilkan oleh LIPI pada kegiatan STP serta menjadikan kegiatan promosi menjadi lebih menarik dan
interaktif. Kata kunci: augmented reality, media promosi, hasil penelitian, technopark
menggabungkan dunia industri, perguruan tinggi, pusat

1. Pendahuluan riset dan pelatihan, kewirausahaan, perbankan, Menginjak usia ke 53 tahun pada tahun 2020 ini,
LIPI pemerintah pusat dan daerah dalam satu lokasi yang telah banyak melakukan riset di berbagai bidang dan
memungkinkan aliran informasi dan teknologi secara telah menjadi lembaga penghasil paten terbanyak di Asia
lebih efisien dan cepat [3]. Pembangunan STP dimulai Tenggara [1]. Dari data yang didapatkan dari tahun
pertama kali di Cibinong Science Center-Botanical 2014-2018 LIPI sudah menambah 493 paten yang Garden
(CSC-BG) LIPI di Kabupaten Bogor yang akan dihasilkan dari berbagai kegiatan penelitian [2]. Hasil- dijadikan
sebagai model dan percontohan untuk 24 STP hasil penelitian tersebut akan dialih teknologikan dan lainnya di
seluruh Indonesia [4]. dikomersialisasikan kepada pihak industri maupun
Untuk mempercepat proses alih teknologi dan
UKM agar dapat digunakan dan dimanfaatkan oleh komersialisasi hasil riset dan produk paten STP LIPI
masyarakat di seluruh Indonesia. Salah satu cara yang tersebut diperlukan sebuah media promosi yang dapat
dilakukan LIPI agar dapat mempercepat akselerasi hasil mempermudah pihak stakeholders dalam memahami
riset tersebut adalah dengan membangun Sains and hasil riset dan paten yang ditawarkan oleh LIPI. Apalagi
Techno Park (STP) di Cibinong, Kabupaten Bogor. kebanyakan hasil penelitian LIPI khususnya yang ada di
Konsep dasar dari dibentuknya STP ini adalah sebagai technopark ini berupa alat, mesin atau dalam bentuk
tempat atau kawasan terpadu yang dapat bangunan yang tidak mungkin untuk dibawa saat
Diterima Redaksi : 09-04-2020 | Selesai Revisi : 21-05-2020 | Diterbitkan Online : 20-06-2020

608
Andrian Wikayanto
Jurnal RESTI (Rekayasa Sistem dan Teknologi Informasi) Vol. 4 No. 3 (2020) 608 – 617
melakukan promosi di depan stakeholders. Jika ingin hasil produk tersebut dalam bentuk 3 Dimensi sehingga
melihat hasil penelitian tersebut seringkali stakeholders dapat membantu memvisualisasaikan produk riset dan
harus datang ketempat penelitian LIPI dan akan menjadi paten yang ditawarkan tanpa harus berkunjung ke tempat
kendala saat mereka harus menempuh jarak yang cukup lokasi riset atau memegang produk hasil riset tersebut.
jauh dari tempat asal mereka ke lokasi dimana alat atau
Penerapan dari media promosi berbasis Augmented
mesin itu berada. Oleh karena itu dibutuhkan sebuah
media yang mampu mengatasi permasalahan tersebut Reality (AR) ini akan menggunakan smartphone berbasis
android sebagai media utama untuk dan salah satu media yang mampu mengemas berbagai menampilkan
berbagai produk hasil riset dan paten yang macam bentuk informasi dalam satu paket adalah dihasilkan oleh
peneliti-peneliti LIPI. Selain karena Augmented Reality.
penggunaannya lebih mudah dan lebih mobile [22], saat
Augmented Reality (AR) adalah teknologi yang ini telah banyak masyarakat yang menggunakan
mengintegrasikan dunia digital yang dihasilkan oleh smartphone dalam kehidupan sehari-hari khususnya
komputer dengan dunia nyata secara realtime [5] generasi muda [23]. Dengan semakin banyaknya sehingga
seakan-akan tidak terdapat batasan antara pengguna smartphone juga diharapkan akan semakin dunia virtual
dengan dunia nyata [6]. Pengembangan memudahkan stakeholders dalam melihat hasil riset dan teknologi AR
sendiri sudah banyak dilakukan seperti di paten yang dihasilkan oleh LIPI dengan aplikasi AR ini. bidang properti
[7], bisnis [8, 9], medis [10], pendidikan Selain itu, dengan teknologi AR memungkinkan peneliti [11], militer
[12], permainan [13], pariwisata [14–17] untuk membuat sebuah desain prototipenya terlebih dan manufaktur
[18]. Penggunaan AR sebagai media dahulu sebelum dibuat kedalam bentuk aslinya pada saat promosi produk
komersil sudah banyak dilakukan, melakukan presentasi di depan stakeholders. Sehingga namun jika digunakan
untuk media promosi produk non- mereka dapat membayangkan terlebih dahulu bentuk komersil dan diseminasi
hasil penelitian masih jarang dari model 3 dimensi sebelum memutuskan untuk dilakukan. Sehingga dalam
penelitian ini akan mencoba memakai produk hasil riset tersebut. Karena pada bidang menggunakan AR sebagai
bagian dari media promosi produk dan marketing, kostumer seringkali hasil kegiatan penelitian yang telah
dilakukan oleh menginginkan untuk melihat atau mencoba secara peneliti di LIPI. langsung serta mendapatkan
informasi yang lebih
interaktif mengenai produk tersebut daripada hanya
melihatnya dalam bentuk gambar 2 dimensi saja [24].
Dengan berbagai keunggulan diatas, perancangan media
promosi hasil penelitian LIPI dengan memanfaatkan
teknologi Augmented Reality (AR) ini diharapkan dapat
meningkatkan pemahaman stakeholders mengenai
produk-produk hasil penelitian LIPI. Diharapkan dengan
adanya penelitian ini akan menambah referensi studi
kasus yang lebih spesifik dalam pemanfaatan AR
sebagai media promosi pada produk non komersil
seperti hasil penelitian, sekaligus mempercepat proses
alih teknologi dan komersialisasi hasil penelitian LIPI
kepada pihak industri, UKM dan masyarakat pada program

Gambar 1. Aplikasi Augmented Reality sebuah mobil [19]
Sains and Techno Park (STP).
Dalam pemanfaatan AR pada media promosi memiliki
beberapa keunggulan seperti adanya interaksi antara 2. Metode Penelitian
brand dengan consumer [20], inovasi dalam kampanye Metode yang digunakan dalam pembuatan media kreatif
[14], serta yang terpenting adalah user promosi hasil penelitian LIPI ini adalah menggunakan mendapatkan
informasi yang lebih mendetail tentang metode linear strategy. Dengan metode ini proses sebuah produk karena
pada AR mampu menampung penelitian akan diurutkan secara logis pada tahapan semua bentuk audio visual
seperti suara, teks, gambar, perancangan yang sederhana dan relatif mudah video, model 3D, simulasi dan game
[21]. Di sisi lain dipahami. Metode ini digunakan dalam penelitian yang kemampuan AR untuk mengemas
berbagai konten sudah dipahami komponennya dengan baik. Tahapan multimedia tersebut membuat banyak
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Andrian Wikayanto
yang jauh atau berbentuk besar (bangunan dan

obyek-obyek kedua akan dimulai setelah tahapan pertama selesai,
tahapan ketiga akan dimulai setelah tahapan kedua kendaraan) dapat tervisualisasikan bentuknya kedalam selesai
dan seterusnya [25].
realita virtual yang tergabung dalam dunia nyata seperti
pada contoh gambar 1. Keunggulan ini dapat
digunakan sebagai solusi untuk mengatasi
permasalahan dalam mempromosikan produk-produk
riset dan paten LIPI. Dengan Augmented Reality,
stakeholder dapat melihat
Gambar 4. Tahapan pembuatan video
Gambar 2. Tahapan penelitian 2.3. Perancangan Aplikasi Augmented Reality (AR)
Sedangkan dalam proses perancangan media promosi Aplikasi AR dibuat dengan menggunakan software hasil
penelitian LIPI dengan menggunakan Augmented Vuforia yang digabungkan dengan Unity 3D. Vuforia Reality
(AR) ini akan dibagi menjadi 3 bagian, yaitu: sendiri merupakan sebuah platform yang memungkinkan device
mobil untuk dapat mengeksekusi 2.1. Perancangan Poster Produk aplikasi AR secara real time [27]. Tidak seperti
metode
Pada tahap ini, produk hasil riset yang akan lama yang menggunakan marker berbentuk barcode, dipromosikan
dalam kegiatan STP ini akan dibuat poster pada penelitian ini marker dapat menggunakan gambar dalam ukuran
A0 (841 mm x 1189 mm). Gambar yang sebagai titik awal [28] dengan menggunakan gambar ada pada media
poster ini akan digunakan sebagai desain poster yang sudah dibuat sebelumnya. Untuk itu penanda atau marker
untuk mengaktifkan program AR. desain poster yang sudah dibuat pada tahapan Marker juga digunakan sebagai
penanda yang berfungsi sebelumnya harus terlebih dahulu diregistrasi pada untuk menentukan posisi dan
orientasi konten digital database vuforia untuk dikonversi sebagai target atau seperti video, model 3D atau teks.
Sehingga saat gambar marker. Disaat yang sama produk-produk yang poster prok LIPI dideteksi sebagai marker
dipromosikan dalam kegiatan STP LIPI akan dibuat
maka secara otomatis konten digital AR akan muncul. Dengan
ulang dalam bentuk obyek 3 dimensi (3D) dengan dimasukkannya teknologi AR pada media cetak ini
menggunakan program Blender 3D. Setelah obyek 3D diharapkan dapat menghadirkan pengalaman baru bagi
selesai dibuat, maka akan dimasukkan kedalam program user [26]. Selain itu, konten dalam poster produk ini
vuforia. Secara garis besar tahapan-tahapan dalam akan dibuat semenarik dan sekreatif mungkin guna proses
pembuatan aplikasi AR adalah sebagai berikut. menarik minat stakeholder untuk melihat dan membaca hasil riset
dan penelitian LIPI. Oleh karena itu penting sekali untuk mendapatkan informasi yang jelas dan selengkap
mungkin mengenai produk dari peneliti produk itu sendiri, agar informasi yang ingin disampaikan dapat diterima
dengan baik oleh user.
Gambar 5. Tahapan perancangan aplikasi AR
Gambar 3. Tahapan penelitian 2.4. Testing
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Andrian Wikayanto
2.2. Pembuatan Video Promosi Produk Pada tahap ini akan dilakukan sebuah evaluasi untuk mengukur seberapa
jauh aplikasi ini bermanfaat dalam Video merupakan media audio visual yang memiliki menjawab kebutuhan
stakeholders dalam melihat hasil tingkat penyampaian pesan dan informasi yang paling penelitian LIPI melalui
aplikasi AR. Oleh karena itu efektif dibandingkan dengan jenis media yang lain. akan disediakan seperangkat
kuisioner yang akan diisi Video promosi dibuat dengan durasi pendek (2-3 menit) oleh user setelah mereka
mencoba aplikasi tersebut di dengan tujuan user mendapatkan informasi secara tempat display hasil penelitian
LIPI di Gedung Pusinov, ringkas dan mendetail mengenai produk hasil penelitan Cibinong, Kabupaten Bogor.
Kuisioner ini akan secara langsung dari penelitinya dan dapat diulang dibagikan kepada 25 orang user LIPI yang
terdiri dari berkali-kali. Dengan adanya video pada media promosi calon investor, anggota dewan (DPR), pejabat
AR ini akan membuat seolah-olah peneliti sedang pemerintahan, pemilik UKM, Mahasiswa dan melakukan
presentasi secara langsung dihadapan user, masyarakat umum. Diharapkan dengan banyaknya latar sehingga
diharapkan dapat menumbuhkan ikatan emosi belakang user ini dapat mewakili stakeholders penelitian antara
user, produk dan peneliti produk itu sendiri.
LIPI yang terdiri dari pihak pemerintah, industri, menciptakan produk tersebut. Meskipun merupakan akademisi
dan masyarakat umum. poster hasil penelitian namun prinsip-prinsip marketing harus tetap dimasukkan kedalam
setiap elemen visual
Variabel yang akan dipakai untuk mengukur tingkat dari poster tersebut, seperti pemakaian copywriting yang
kepuasan user terhadap aplikasi AR ini meliputi menggelitik dan dilengkapi dengan foto atau ilustrasi
kemudahan, efektifitas, kepuasan, dan outcome. Aspek
yang menarik [34]. Ini dilakukan agar poster-poster ini
kemudahan akan mengukur seberapa besar kemudahan tidak hanya berisikan konten-konten
informasi pengguna menggunakan aplikasi AR [29], aspek mengenai hasil penelitian LIPI saja namun tetap
menjual efektifitas akan mengukur bagaimana persepsi user dan menarik perhatian calon insvestor atau pengguna
terhadap informasi yang disediakan[30], aspek kepuasan untuk mencoba produk tersebut. mengukur
tingkat kepuasan pengguna setelah
menggunakan aplikasi AR ini [31] dan outcome adalah
aspek yang digunakan untuk mengukur harapan user
terhadap aplikasi ini [32]. Skala pengukuran respon
user ini menggunakan skala likert dari sangat tidak
setuju hingga sangat setuju sebagai berikut [33].
Tabel 1. Lima poin skala likert
Strongly Disagree Neutral Agree Strongly

Disagree Agree
Score 1 2 3 4 5
Category Disagree Neutral Agree
Gambar 6. Hasil jadi desain poster
3. Hasil dan Pembahasan 3.2. Perancangan Model 3D produk

3.1. Hasil Desain Poster Tidak semua produk yang diwarkan pada kegiatan STP ini berupa produk dalam
kemasan maupun jasa, namun Terdapat 10 produk yang dipilih untuk dibuat poster. 10 beberapa kegiatan
unggulan yang berupa bangunan. produk tersebut merepresentasikan produk-produk Salah satu keuntungan
unggulan dalam kegaiatan STP LIPI ini. Kegiatan
menggunakan AR adalah kita mampu melihat hasil kegiatan tersebut
tersebut antara lain :
tanpa harus berkunjung ke lokasi tempat kegiatan tersebut berada
1. Pengembangan Usaha Produksi Bibit Tanaman seperti yang nampak pada gambar 8 yang merupakan
Dengan Teknik Kultur Jaringan model bangunan untuk teknologi pengolahan air bersih
2. Pengembangan Usaha Produksi Starter (Biang dan air minum hemat energi.
Induk) Pupuk Organik Hayati Dalam Bentuk Cair Dan
Powder
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3. Poduksi Skala Terbatas Sediaan Topikal Krim Nanoemulsi Untuk Mengatasi Selulit Dari Ekstrak Pegagan
Dan Jahe
4. Pengembangan Usaha Makanan Olahan Tradisional Khas Jawa Barat Melalui Teknologi Pengemasan
5. Pengelolaan Usaha Produksi Bibit Unggul Sapi
6. Akselerasi Diseminasi Teknologi Pengolahan Air
Bersih Dan Air Minum Hemat Energi dan Perawatan di Kawasan CSC-BG LIPI
7. Validasi Teknis dan Ekonomis Ekstrak Beras Monascus Purpureus Dalam Suatu Formulasi Penurun
Tekanan Darah
8. Validasi Teknis dan Ekonomis Perekat Kayu Berbasis Lateks Karet Alam Berkapasitas 10 L
9. Fasilitasi Usaha Produksi Papan Bambu Komposit
10. Fasilitasi Usaha Produksi Magnet Permanen Untuk Aplikasi Meteran Air
Konsep desain poster dalam masing-masing produk disesuaikan dengan tujuan dan fungsi diciptakannya
produk tersebut. Sehingga, antara satu poster dengan poster yang lain memiliki tema yang berbeda. Poster
akan dicetak sebesar ukuran A0 dan dilengkapi dengan
nomor kontak dari instansi dan nama peneliti yang Gambar 7. salah satu hasil penelitian berupa bangunan
Akan sangat merepotkan jika pada saat melakukan
presentasi didepan pihak industri, pegawai LIPI harus Gambar 8. proses modelling & pengujiannya pada program AR
membawa banyak sample produk atau foto-foto
bangunannya saja. Dari sisi lain dengan hanya melihat 3.3. Markerless
poster atau brosur saja customer akan kesulitan untuk Setelah poster produk jadi, maka langkah selanjutnya
membayangkan bentuk disain dari bangunan tersebut adalah mengupload file digital poster tersebut kedalam
[34]. Dengan aplikasi AR ini, cukup dengan membawa database vuforia untuk dijadikan sebagai marker dan
hasil disain poster maka seketika itu pula model 3 akan dikonversi menjadi format *.unitypackages.
dimensi dari produk tersebut dapat dilihat oleh Dengan adanya sistem ini, maka marker yang digunakan
stakeholder LIPI. Disini AR dapat dijadikan sebagai untuk mengaktifkan AR bukanlah marker yang bersifat
media promosi interaktif bagi LIPI karena user dapat barcode hitam putih seperti yang sering digunakan pada
memutar model 3D tersebut sekaligus disaat yang sama aplikasi AR yang lain, namun berupa marker yang
dapat melihat animasi bagaimana cara teknologi atau bersifat markerless. Kelebihan dari sistem ini adalah
mesin buatan peneliti LIPI bekerja. aplikasi AR dapat langsung aktif pada berbagai media
(brosur, majalah, X-banner, monitor dll) selama pada
media tersebut terdapat gambar yang dijadikan sebagai
marker. Sehingga user tidak perlu harus mencari
barcode untuk dapat melihat obyek 3D dari aplikasi AR
ini, namun cukup mengarahkan kamera smartphone
kepada gambar marker dan seketika itu pula aplikasi AR
akan aktif serta akan mendapatkan hasil yang sama
seperti pada gambar 9.
Gambar 9. Penerapan aplikasi AR markerless pada media poster,

brosur dan monitor komputer Pada percobaan implementasi
markerless pada 3 media diatas (poster cetak, brosur
dan monitor komputer) obyek 3 dimensi tidak
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mengalami perubahan ukuran sejak awal media ini

aktif. Ini artinya meskipun ukuran 3 media tersebut Gambar 10. splash screen program AR dan tampilan UI awal
berbeda-beda ukuran model 3 dimensi yang tampil di
layar smartphone user akan menyesuaikan
media markerless tersebut. sehingga ukuran media
markerless tidak berpengaruh pada ukuran model 3D.
Jika user ingin melihat model lebih dekat maka yang
harus dilakukan adalah mendekatkan smartphone
mereka kepada media markerless tersebut. Untuk
orientasi rotasi user dapat menggunakan tombol rotasi
yang ada pada tampilan antar muka.
3.4 User Interface
User interface (UI) dari aplikasi AR STP LIPI ini akan
memunculkan beberapa menu yang dirancang untuk
menampilkan dan memaksimalkan proses promosi
produk hasil penelitian LIPI pada kegiatan STP.
Menumenu tersebut antara lain:
Tabel 2. Menu pada Interface
No Menu Keterangan
1 About STP Merupakan menu untuk menjelaskan apa itu
Sains and Techno Park (STP) LIPI.
2 Our Pada menu ini akan banyak menjelaskan
Product informasi mengenai detail produk hasil
penelitian LIPI. Informasi berupa video
promosi produk STP juga dapat diakses
melalui menu Our Product ini.
3 Rotate & Pada fitur ini, user dapat merubah posisi dari
Reset obyek 3 serta dapat melihat detail dari
Position bentuk produk secara 360° dari produk yang
ditawarkan. Fitur ini terdapat pada ujung
atas, bawah, kiri dan kanan dari layar.
Sekaligus, user juga dapat mengembalikan
posisi obyek ke posisi semula dengan
menekan tombol “reset position” yang
berada di ujung kanan atas.
4 Take User dapat mengambil screenshot saat
ScreenShot camera smartphone sedang aktif. Jika
tombol ini ditekan maka seketika akan
merekam gambar yang ada pada layar
smartphone user. Tombol menu ini berada
pada pojok kanan bawah.
5 Help Fitur ini dapat digunakan oleh user jika
mendapatkan kesulitan dalam
mengoperasikan aplikasi ini.
3.5. Aplikasi di lapangan

Hasil dari perancangan poster promosi STP LIPI akan diaplikasikan di ruang pamer hasil riset LIPI di gedung
Pusinov yang terletak di kompleks Cibinong Sciences
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Center LIPI di Kabupaten Bogor. Ruang pamer sengaja Gambar 12. pengujian aplikasi AR
dengan mudah serta dapat

mempermudah pengunjung untuk menggunakan
aplikasi program AR.
Gambar13. video promosi STP pada menu Our product
3.6. Kuisioner pengujian

Setelah tahapprototyping& implementasi selesai maka
langkah terakhir yang dilakukan adalah dengan
mengujinya kepada user itu sendiri. Hasil kuisioner
tersebut kemudian diuji validitas & reabilitasnya dengan
SPSS. Hasil uji menyatakan dari21 pertanyaanterdapat
1 pertanyaan yang tidak valid sehingga tidak dapat
dipakaipada tahapselanjutnya.Pada uji reabilitas akan
menunjukkan tingkat kestabilan dan konsistensi dari
suatu instrumen, konsep atau variabel [35]. Nilai
cronbach alphayang didapat dari penelitian ini dapat
dilihat pada tabel 2. Jika dilihat semua variabel
pengukuran yang dipakai memilikicnilaironbach alpha
diletakkan di dekat Hall utama agar para pengujung dapat melihat secara langsung produk-produk
hasil penelitian LIPI
Gambar 11. Penempatan poster sebagai target markerless aplikasi AR
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diatas 0.7, sehingga dapat disimpulkan bahwa variabel 3.687 yang masuk dalam kategori netral dalam
tersebut telah memenuhi kriteria reabilitas internal [36]. perspektif user. Pada proses produksi sebuah aplikasi
Tabel 3. Hasil Cronbach alpha baru sangat wajar jika pada tahap-tahap awal prototipe
Measurement Number of items Cronbach Alpha aplikasi cenderung memiliki banyak kekurangan dalam
Ease Of Use 6 0.711 aspek ini khususnya pada kemudahan penggunaan UI
Functionality and 6 0.759 aplikasinya. Selain itu hal-hal lain yang diperlukan oleh
effectiveness user kadangkala tidak dapat diakomodir dengan cepat
Satisfaction 5 0.710 karena dalam AR pengembanglah yang memegang
Outcome/Future Use 3 0.815 kendali atas semua konten yang ada didalamnya [37].
Hal ini sangat terlihat jelas bahwa user masih agak
kesulitan dalam menjalankan aplikasi ini yang terlihat
Tabel 4. Hasil pengukuran statistik deskriptif jelas pada item nomer 3 dengan mean 2.7600. Ini
Measurements and Items Mean SD mengindikasikan bahwa untuk user yang baru pertama
Ease of use 3.687
kali menggunakan aplikasi AR ini mereka butuh
1 saya mudah membaca teks yang ada di 4.0000 0.57735
aplikasi ini beradaptasi dengan sistem navigasi yang ada sampai
2 warna yang digunakan cukup 3.9200 0.86217 pada tahap mereka terbiasa menggunakan aplikasi ini
menarik dalam melihat produk-produk hasil penelitian LIPI.
3 user interface aplikasi ini sangat 3.8000 0.57735
menarik Aspek penting lainnya adalah mengenai kemudahaan
4 Navigasi halaman aplikasi ini sangat 2.7600 0.83066 teks informasi (item 1) yang berkaitan dengan kejelasan
mudah
5 sangat mudah menginstal aplikasi ini 3.5600 0.71181
informasi teks pada aspek fungsi dan efektifitas (item 7)
pada pertanyaan selanjutnya. ini mengindikasikan
6 tombol-tombol aplikasi 4.0800 0.70238 bahwa semua teks infomasi mengenai produk hasil riset
bekerja dengan baik
Functionality and effectiveness 3.887 LIPI pada aplikasi AR ini dapat dibaca dengan jelas oleh
7 Informasi dalam teks yang 4.1200 0.52599 user. Pertanyaan ini menjadi penting karena teks
disampaikan sangat jelas tersebut dapat digunakan oleh user untuk mendapatkan
8 infromasi dalam video yang 3.8000 0.57735
disampaikan sangat jelas
informasi tentang produk tersebut tanpa harus di
9 model 3d dapat diputar dengan 3.0800 1.03763 dampingi oleh pegawai dari LIPI.
mudah
10 Gambar yang ada pada poster 4.0800 0.70238 Pada variabel fungsi dan efektifitas lebih cenderung
membantu saya memahami hasil menilai bagaimana pengalaman user pada kejelasan
penelitian LIPI
11 Suara pada video dapat saya dengar 4.0000 0.57735
informasi yang diberikan pada aplikasi ini (user
dengan jelas experience-UX). Pada aplikasi mobile seperti aplikasi
12 model 3d mempercepat pemahaman 4.2400 0.59722 AR ini UX membutuhkan perhatian khusus karena
visual saya terhadap bentuk asli
dari produk hasil penelitian LIPI informasi kepada user dibatasi oleh perangkat media
tersebut [38]. Secara umum variabel ini mendapatkan
Satisfaction 4.176
nilai mean yang lebih tinggi dari variabel sebelumnya.
13 operasional aplikasi ini mudah 4.2400 0.59722
digunakan Artinya user mendapatkan informasi yang jelas dari
14 aplikasi ini membantu saya 4.2000 0.70711 mencari berbagai aspek media yang dimasukkan pada aplikasi ini
informasi yang saya seperti aspek suara, gambar, teks, video dan model 3D.
butuhkan
15 aplikasi ini membuat saya paham 3.9200 0.49329 tentang ini menjadi penting karena daya tarik informasi audio
penelitian yang dilakukan oleh LIPI visual pada aplikasi AR merupakan faktor penting yang
16 aplikasi ini membantu saya 4.3600 0.63770 memahami semakin mendorong penggunaan aplikasi secara
bentuk produk hasil penelitian LIPI
17 berkelanjutan [39, p. 274]. Mengingat salah satu
saya puas dengan aplikasi ini 4.1600 0.74610 keunggulan AR adalah adanya interaksi antara aplikasi
Outcome/future use 4.213 dengan user. Adanya model 3 dimensi sebagai
18 saya ingin memakai produk hasil 4.3200 0.62716 penelitian
representasi bentuk asli dari produk hasil penelitian LIPI
ini
19 saya tertarik menggunakan aplikasi 4.0800 0.57155 ini untuk juga dapat tervisualkan dengan baik yang terlihat pada
melihat hasil penelitian lipi yang lainnya item pertanyaan nomor 12 (mean 4.2400). Hal ini
20 saya merekomendasikan aplikasi 4.2400 0.77889 ini kepada
kolega saya yang lainnya
membuat user mendapatkan pengalaman dan informasi
baru dalam bentul visual 3 dimensi sekaligus
Dari penafsiran tabel diatas dapat dilihat bahwa pada melengkapi informasi yang ada pada teks dan video
variabel variabel ease of use mendapatkan nilai mean presentasi dari peneliti.
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Pada variabel kepuasan secara umum user sangat puas dilengkapi dengan video, gambar dan teks dapat
dengan aplikasi ini yang ditandai dengan mean variabel mempermudah dan membantu proses penyampaian
sebesar 4.176. Dengan adanya model 3D yang informasi mengenai hasil penelitian LIPI kepada user.
Kepuasan user ini mengindikasikan bahwa user tidak mendapatkan informasi tentang penelitian apa saja yang
banyak memerlukan effort kognitif berlebih dalam sedang dilakukan oleh peneliti LIPI. menggunakan sebuah
teknologi yang terlihat secara
Meskipun sama-sama berfokus pada promosi produk,
tidak langsung pada manfaat dan kenikmatan seperti namun penelitian ini memiliki perbedaan yang cukup dalam
menggunakan aplikasi AR LIPI ini [40–42]. signifikan dengan penerapan AR pada promosi produk-
Karena saat user menggunakan sebuah teknologi baru
dalam kehidupan sehari-hari (seperti aplikasi AR), produk komersil. Biasanya penggunaan AR pada kegiatan
promosi produk hanya fokus pada aspek mereka berhadap akan mendapatkan pengalaman yang penjualan saja,
namun pada penelitian ini yang baru dan menyenangkan dari penggunaan teknologi dipromosikan tidak hanya
produk hasil penelitian LIPI tersebut [43]. Hal ini dibuktikan pada item pertanyaan saja namun juga menawarkan
aspek edukasi pada user. ke-16 yang menyebutkan bahwa user merasa bahwa
aplikasi ini membantu mereka dalam memahami produk Hal ini muncul karena dalam sejarahnya LIPI muncul
sebagai lembaga yang dibentuk untuk membantu negara hasil penelitian LIPI dengan mendapatkan nilai mean
dalam memecahkan permasalahan yang muncul di tertinggi dari semua pertanyaan (4.3600). Artinya tengah-
tengah masyarakat dengan menggunakan ilmu selama ini user merasa kesulitan dalam memahami pengetahuan.
Sehingga hasil penelitian LIPI tidak hanya bagaimana bentuk-bentuk hasil penelitian LIPI dan berupa produk
yang dapat digunakan secara massal aplikasi ini mampu menjembatani gap informasi namun terdapat pula produk
hasil penelitian yang hanya tersebut. bisa dipakai oleh oleh kalangan industri atau pemerintah Hasil dari variabel
kepuasan diatas diperkuat dengan saja. sehingga cakupan target stakeholder dari pengguna hasil dari variabel
terakhir yaitu outcome dengan mean hasil penelitian LIPI ini sangat luas dibandingkan 4.213. angka ini
menunjukkan bahwa setelah mencoba dengan produk kecantikan atau properti yang sudah aplikasi ini user
tertarik untuk mencoba hasil penelitian sangat tertarget. Ini membuat aplikasi AR yang tersebut di kehidupan
sehari-hari mereka, pada industri digunakan pada penelitian ini menjadi sangat vital yang mereka jalankan atau
berinvestasi dengan fungsinya karena selain sebagai media promosi namun memproduksi massal produk hasil
penelitian tersebut. juga sebagai media edukasi kepada berbagai macam imbasnya adalah user ingin melihat hasil
penelitian LIPI stakeholder tersebut. yang lainnya dan disaat yang sama mereka juga ingin
merekomendasikan aplikasi ini kepada kolega mereka. 4. Kesimpulan ini
mengindikasikan bahwa user memiliki
keingintahuan yang tinggi untuk melihat seperti apa saja Dari kegiatan penelitian ini didapatkan hasil bahwa
hasil-hasil penelitian LIPI yang selama ini sudah media AR mampu membuat kegiatan promosi hasil dikerjakan
oleh para peneliti mereka. Karena bisa jadi penelitian LIPI menjadi lebih efektif dan menarik. Ini selama ini
stakeholder tidak mendapatkan akses yang dibuktikan dari nilai mean seluruh variabel yang diukur luas atau
kesulitan dalam mencari informasi tentang mendapatkan nilai diatas 3 (3.990) sehingga dapat penelitian LIPI. ini
membuktikan bahwa AR dapat diartikan bahwa media AR ini memiliki nilai yang membantu interaksi antara user
dengan brand sekaligus positif dalam mengkomunikasikan hasil penelitian LIPI menciptakan inovasi bagi brand
tersebut [44]. kepada user dibandingkan menggunakan media promosi yang lain. Hal ini dipertegas pada variabel
Satisfaction Adanya inovasi dan nilai tambah pada promosi hasil dan Outcome/future use yang mendapatkan nilai
mean penelitian LIPI berbasis AR ini juga dapat membantu diatas 4 (4.176 dan 4.213) yang memiliki arti bahwa
user pada proses komunikasi brand LIPI sebagai lembaga merasa puas dengan informasi yang diberikan secara
penelitian terbaik di Indonesia. karena aplikasi AR ini audio visual dengan menggunakan media AR.
memungkinkan user untuk melihat hasil penelitian LIPI
dalam bentuk virtual yang sebelumnya hanya didapatkan Kemampuan AR dalam menggabungkan berbagai media
dengan membaca naskah-naskah akademik atau (teks, audio, dan visual) mampu memberikan informasi
berkunjung pada instansi tempat penelitian tersebut yang sangat jelas kepada user sehingga mereka dapat
dilaksanakan. Sehingga dengan aplikasi AR LIPI ini berinteraksi dan memahami dengan baik produk-produk
dapat menjembatani interaksi antara stakeholder dengan hasil penelitian LIPI. Sehingga dari penelitian ini kita
LIPI sekaligus menciptakan inovasi baru dalam dapat melihat bahwa augmented reality tidak hanya bisa
diseminasi hasil penelitian LIPI. kombinasi antara media digunakan sebagai media marketing produk komersil
atau sebagai media hiburan saja namun juga sangat
cetak (poster), media audio visual (video presentasi peneliti) dan
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model 3 dimensi terbukti efektif dalam efektif untuk dijadikan sebagai media dalam proses komunikasi hasil
penelitian LIPI kepada mengedukasi masyarakat tentang hasil-hasil riset di stakeholder. Poin positif ini harusnya
dapat dijadikan lembaga penelitian. Sehingga mempelajari hasil-hasil patokan bagi pimpinan LIPI untuk dapat
penelitian tidak hanya selalu pada jurnal-jurnal mempromosikan hasil penelitian LIPI kepada penelitian saja
namun juga bisa melalui metode yang masyarakat dengan memudahkan mereka untuk menyenangkan seperti
dengan menggunakan AR.
Daftar Pustaka Strategies in the Social Media Age, pp. 125–146, 2015, doi:
10.4018/978-1-4666-8125-5.ch007.
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JOURNAL OF INFORMATICS AND COMPUTING (RANDOM)
Vol. 01, No. 01 (Tahun 2022), Hal. 35-42
IMPLEMENTASI AUGMENTED REALITY PADA GEDUNG POLITEKNIK NEGERI

SAMARINDA MENGGUNAKAN METODE MARKER BASED TRACKING
Sianipar Yosephine Yulietayanti Natalia1, M. F. Andrijasa2 , Rheo Malani 3
1,2,3
Prodi Teknik Informatika Multimedia, Jurusan Teknologi Informasi, Politeknik Negeri Samarinda, Indonesia
Email: 1yosephine18665048@gmail.com , 2andrijasa@polnes.ac.id , 3anaogie@gmail.com
INFORMASI ARTIKEL Abstrak

Diajukan: Augmented Reality (AR) semakin sering digunakan pada revolusi
10 September 2022 industri 4.0 seperti sekarang ini salah satunya sebagai media Direvisi: informasi dan
pembelajaran. Saat ini Politeknik Negeri Samarinda 18 Oktober 2022 (POLNES) merupakan salah satu
perguruan tinggi yang berada di Diterima: Samarinda dan memiliki gedung-gedung sebagai tempat kegiatan
15 November 2022 perkuliahan. Media pengenalan kampus yang digunakan saat ini yaitu menggunakan
miniatur dan ini masih kurang efektif dalam Kata kunci: memberikan hasil informasi yang tepat. Penelitian
dengan judul
Augmented Reality “Implementasi Augmented Reality pada gedung Politeknik Negeri

Marker Based Tracking Samarinda Menggunakan Metode Marker Based Tracking”, Politeknik Negeri
Samarinda bertujuan untuk membantu pengenalan gedung-gedung yang di gunakan sebagai tempat aktivitas
perkuliahan mahasiswa. Manfaat dalam penelitian ini dapat memberikan kemudahan kepada mahasiswa dan
masyarakat umum yang ingin mengetahui denah gedung yang ada di lingkungan kampus POLNES. Metode
penelitian menggunakan metode waterfall dengan teknik pengumpulan data observasi dan kepustakaan. Hasil
penelitian ini berupa aplikasi mobile android dengan teknologi Augmented Reality yang dapat menampilkan
denah gedung Politeknik Negeri Samarinda beserta informasinya.
IMPLEMENTATION OF AUGMENTED REALITY AT STATE POLYTECHNIC OF

SAMARINDA BUILDING USING MARKER BASED TRACKING METHOD
Submitted: Augmented Reality (AR) is increasingly used in the industrial

10 September revolution 4.0 as it is today, one of which is as a medium for
2022 Received: 18 information and learning. Currently, the Samarinda State
October 2022 Polytechnic (POLNES) is one of the universities located in
Accepted: Samarinda and has buildings as a place for lecture activities. The
15 November 2022 campus introduction media used today is to use miniatures and
this is still not effective in providing the right information results.
Keywords: The research with the title "Implementation of Augmented Reality
in the
Augmented Reality Tracking Method", aims to help introduce
Samarinda State Polytechnic building usingbuildings thatBased
the Marker are used
Marker Based Tracking as places for student lecture activities. The benefits of this study
Samarinda State Polytechnic can provide convenience to students and the general public who
want to know the building plan in the POLNES campus
environment. The research method uses the waterfall method with
observation and literature data collection techniques. The results
of this study are in the form of an android mobile application with
Augmented Reality technology that can display the plan of the
Samarinda State Polytechnic building along with its information.
Natalia dkk, Journal of Informatics and Computing, Vol. 01, No. 01 (Tahun 2022), Hal. 35-42
ARTICLE INFORMATION Abtract
PENDAHULUAN
Politeknik merupakan bagian dari sistem pendidikan nasional, khususnya Pendidikan tinggi yang
mengembangkan sumber daya manusia (SDM) agar memiliki keterampilan yang memadai dan
didukung dengan pengetahuan dasar teoritis yang cukup dan sikap disiplin yang Tangguh. Setiap
Politeknik tidak terlepas dari gedung sebagai tempat melakukan berbagai kegiatan.
Setiap tahunnya ada penerimaan calon mahasiswa baru dan area kampus semakin berkembang
seiring dengan bertambahnya jumlah mahasiswa. Namun sarana petunjuk umum dan informasi yang
ada di Politeknik Negeri Samarinda (POLNES) saat ini masih belum lengkap untuk membuat
mahasiswa ataupun Masyarakat umum dalam mengenali lingkungan kampus dengan cepat dan mudah.
Di era revolusi industri 4.0 saat ini teknologi menjadi bagian kebutuhan manusia didalam kehidupan
seharihari. salah satu teknologi yang digunakan sebagai media menyajikan informasi serta
pengetahuan secara visual adalah Augmented Reality (AR).
Berdasarkan permasalahan yang ada, penulis merancang sebuah aplikasi android dengan Teknologi
Augmented Reality yang bertujuan memudahkan mahasiswa baru dan pengunjung yang ingin mencari
letak gedung yang ada dikampus Politeknik Negeri Samarinda. Dengan teknologi Augmented Reality
yang dipasangkan pada smartphone maka dapat menghasilkan objek 3D secara real-time di
lingkungan nyata melalui kamera smarthphone tanpa perlu mengunjungi lingkungan kampus secara
langsung. Berdasarkan uraian diatas penulis mengambil judul penelitian “Implementasi Augmented
Reality Pada Gedung Politeknik Negeri Samarinda Menggunakan Metode Marker-Based Tracking”.
Augmented Reality
Augmented Reality (AR) atau dalam bahasa indonesia yaitu realitas bertambah merupakan
teknologi yang menggabungkan benda maya dua dimensi dan tiga dimensi yang selanjutnya
memproyeksikan benda-benda maya tersebut dalam lingkungan nyata. Tidak seperti realitas virtual
yang sepenuhnya menggantikan realitas, hanya melengkapi atau menambahkan dari lingkungan yang
nyata. Bidangbidang yang pernah menerapkan teknologi Augmented Reality antara lain Kedokteran
(Medical), Hiburan (Entertainment), Latihan Militer (Military Training), Engineering Design,
Consumer Design, Robotics dan Telerobotics [1].
Marker Based Tracking

Salah satu metode yang sudah cukup lama dikenal dalam teknologi Augmented Reality adalah
Marker Based Tracking. Sistem dalam Augmented Reality ini membutuhkan penanda (Marker) berupa
gambar yang dapat dianalisis untuk membentuk Reality, penanda gambar tersebutlah yang disebut
dengan Marker. Marker memiliki ciri khas yakni menggunakan kamera pada device untuk menganalisa
Marker yang tertangkap untuk menampilkan objek virtual, pengguna dapat menggerakkan device
untuk melihat objek virtual pada berbagai macam sudut yang berbeda Sehingga pengguna dapat
melihat objek virtual dari berbagai sisi [2].
Vuforia SDK
Teknologi Augmented Reality digunakan dalam berbagai kebutuhan dan aktivitas untuk media
informasi, game, pembelajaran interaktif dan sebagainya. Dalam pengembangan aplikasi Augmented
Reality, Vuforia SDK dibutuhkan sebagai kit pengembang perangkat lunak berbasis AR. Dengan
menggunakan layar perangkat smartphone sebagai lensa ajaib atau kaca untuk melihat ke dalam dunia
AR di mana dunia nyata dan virtual muncul secara berdampingan. Aplikasi berbasis AR dapat
menghasilkan Objek 3D dan akan menampilkan secara langsung pada layar smartphone, sehingga
akan terlihat objek 3D berada di dalam dunia nyata [3]. Aplikasi akan mengenali posisi dan orientasi
marker dan menciptakan dunia virtual 3D yaitu titik (0,0,0) dan tiga sumbu yaitu X, Y, dan Z [4].
Blender
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Blender adalah Open Source Software untuk pemodelan komputer, animasi dan penciptaan grafis
yang dapat digunakan di berbagai macam sistem operasi seperti Windows, Mac dan Linux.
Sebelumnya Blender dikembangakan secara komersil, tetapi sekarang dirilis di bawah GPL (GNU
General Public License) dan bebas untuk modifikasi source code untuk penggunaan pribadi selama
tidak melanggar syarat GNU [5].
Unity 3D
Unity adalah sebuah bentuk teknologi baru yang memudahkan pengembang game untuk membuat
game. Selain untuk membuat game, Unity dapat digunakan untuk membuat konten yang interaktif
lainnya. dapat disimpulkan bahwa Unity merupakan software engine yang dapat digunakan untuk
mengembangkan berbagai game multi-platform yang mudah digunakan. Unity memiliki beberapa fitur
seperti Built and Manipulating object, Collision detection, Texture, Scripting, Audio, Particle effect dan
Path finding [6].
METODE PENELITIAN
Lokasi Penelitian ini dilaksanakan di kampus Politeknik Negeri Samarinda (Jl. Cipto Mangun
Kusumo, Sungai Keledang, Kec. Samarinda Seberang, Kota Samarinda, Kalimantan Timur) dan
Penelitian ini di mulai dari bulan April 2022 hingga Juli 2022. Metode penelitian yang digunakan
dalam penelitian ini adalah Metode Waterfall karena pendekatan yang sistematis dan berurutan pada
pengembangan perangkat lunak [7].
Gambar 1. Metode waterfall
Tahap-tahap pada penelitian terdiri dari analisis, pengumpulan data, perancangan aplikasi,
implementasi dan pengujian terhadap aplikasi menggunakan metode Blackbox. Adapun teknik
pengumpulan data dilakukan secara langsung ke objek yang diteliti (observasi) dan kepustakaan untuk
mendapatkan gambaran yang menyeluruh tentang masalah yang ada di dalam Penelitian.
PERANCANGAN APLIKASI
Peracangan aplikasi Merupakan tahapan untuk membuat aplikasi Augmented Reality berbasis
android. Pada perancangan aplikasi ini menggunakan software blender, unity 3D dan Vuforia SDK.
Membuat Model 3d
Perancangan model 3d dibuat menggunakan software blender dalam pembuatan aplikasi AR polnes
tersebut.
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Gambar 2. Membuat objek 3D
Membuat Marker
Perancangan marker (Image Target) digunakan sebagai media scan terhadap objek 3D yang telah
dibuat. marker dibuat dalam bentuk media brosur.
Gambar 3. Membuat Marker
Membuat Aplikasi
Pembuatan aplikasi Augmented Reality ini menggunakan software Unity 3D dan Vuforia SDK.
Dimana objek 3D digabungkan dalam sebuah aplikasi berbasis android dengan bantuan software Unity
3D.
Gambar 4. Membuat Aplikasi
HASIL DAN PEMBAHASAN

Bab ini akan membahas tentang hasil yang diperoleh dari implementasi teknologi Augmented
Reality dengan Metode Marker Based Tracking pada aplikasi yang dibangun.
Tampilan Splash Screen
Merupakan halaman Splash Screen yang berfungsi sebagai halaman pembuka atau halaman awal
dari aplikasi. Di halaman pembuka ini terdapat logo dan teks yang akan menjelaskan kepada pengguna
aplikasi apa yang sedang dibuka tersebut.
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Gambar 5. Tampilan splash screen

Tampilan Menu Utama
Merupakan Tampilan halaman Menu Utama pada Aplikasi Augmented Reality Polnes. Halaman ini
akan ditampilkan setelah splash screen selesai. Pada halaman Menu Utama ini terdapat lima Tombol
antara lain Tombol Mulai AR, Tombol Panduan, Tombol Tentang, Tombol Keluar dan Tombol Sound.
Gambar 6. Tampilan menu utama
Tampilan Mulai AR
Merupakan tampilan pada saat Augmented Reality dijalankan tetapi marker belum terdeteksi.
Gambar 7. Tampilan sebelum marker terdeteksi
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Setelah marker terdeteksi maka akan muncul pada layar objek Augmented Reality seperti pada
Gambar 8. Kemudian Ketika pengguna menyentuh objek dalam keadaan Augmented Reality sedang
aktif, maka secara otomatis akan menampilkan informasi mengenai objek yang di klik tersebut.
Gambar 8. Tampilan setelah marker terdeteksi

Tampilan Panduan Aplikasi
Dalam halaman ini dibuat dalam berbentuk slide, sehingga terdapat tombol previous dan next untuk
melihat langkah-langkah penggunaan dari aplikasi tersebut.
Gambar 9. Tampilan panduan aplikasi
Tampilan Tentang Aplikasi

Merupakan tampilan halaman Tentang yang berfungsi untuk menampilkan informasi dari pembuat
aplikasi.
Gambar 10. Tampilan tentang aplikasi
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Tampilan Halaman Keluar

Merupakan tampilan halaman keluar yang menampilkan pop up untuk memastikan pengguna
ingin keluar dari aplikasi atau tidak. Pada halaman ini terdapat dua tombol “Ya” dan “Batal”.
Gambar 11. Tampilan Halaman Keluar

Pengujian
Berdasarkan Tabel 1. pengujian blackbox yang merupakan hasil pengujian dapat dilihat bahwa
hasil dari pengujian dengan blackbox menunjukkan status berhasil dan sesuai dengan hasil output yang
telah dirancang sebelumnya. Tombol-tombol pada menu utama juga menunjukkan status berhasil dan
dapat berfungsi dengan baik.
Tabel 1. Pengujian blackbox

No Fitur yang diuji Hasil Pengujian Status
1 Uji Tampilan Halaman Menu Utama Menampilkan Tombol-tombol Menu Utama Berhasil
2 Uji Tombol Mulai AR Menuju Halaman Kamera AR Berhasil
3 Uji Tombol Panduan Aplikasi Menuju Halaman Panduan Aplikasi Berhasil
4 Uji Tombol Tentang Aplikasi Menuju Halaman Tentang Aplikasi Berhasil
5 Uji Tombol Keluar Keluar Dari Aplikasi Berhasil
6 Uji Tombol Sound Mengaktif-kan Sound Background Berhasil
KESIMPULAN
Berdasarkan penelitian yang telah dilakukan, maka diperoleh kesimpulan yaitu :
• Aplikasi ini dirancang menggunakan Blender, Unity 3D, dan Vuforia SDK. Dimana dapat
menampilkan objek 3D dengan menggunakan marker berupa Brosur yang telah di sediakan.
Aplikasi dirancang dapat berjalan pada sistem operasi smartphone Android.
• Aplikasi dapat menampilkan denah 3D gedung-gedung aktivitas Perkuliahan yang ada
Politeknik Negeri Samarinda dan dapat menampilkan informasi dari setiap gedung.
SARAN
Pada penelitian masih perlu adanya penyempurnaan dalam aplikasi. Oleh karena itu untuk
penelitian selanjutnya diberikan beberapa saran yaitu:
• Dapat melengkapi objek bangunan pada Politeknik Negeri Samarinda dan meningkatkan
kualitas efek 3D objek bangunan pada agar dapat menampilkan objek yang lebih nyata.
• Dapat menambahkan rute dari pintu gerbang kampus hingga ke gedung yang ingin di tuju.
• Penelitian selanjutnya diharapkan dapat menambahkan fitur-fitur baru sehingga aplikasi lebih
menarik dan interaktif.
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UCAPAN TERIMA KASIH

Penulis mengucapkan Terima Kasih kepada Dosen dan teman – teman kelas TIM 8B yang telah
memberikan dukungan dan motivasi dalam proses penyelesaian Penelitian ini.
DAFTAR PUSTAKA
[1] Sunardi, D., Bengkulu, U. M., Syafrizal, A., Bengkulu, U. M., Admintrasi, G., Kon-, G., Galeri,
G., & Marlborough, B. (2020). PEMBUATAN APLIKASI 3D BENTENG MARLBOROUGH
MENGGUNAKAN AUGMENTED REALITY SEBAGAI MEDIA Pendahuluan. 3, 466–476.
[2] Rosita, D., & Dikcita. (2020). PENGEMBANGAN MEDIA PEBELAJARAN AUGMENTED
REALITY BERBASIS ANDROID MATA PELAJARAN SEJARAH. Media Bina Ilmiah, 15(2),
4305–4314. http://ejurnal.binawakya.or.id/index.php/MBI.
[3] Setiawan, R., Rusmala, & Nurfalaq, A. (2020). Rancang Bangun Aplikasi Pengenalan Universitas
Cokroaminoto Palopo menggunakan Teknologi Augmented Reality Berbasis Android. Jurnal
Ilmiah d’Computare, 10(1), 14–18.
[4] Lengkong, O., & Soedjarwo, A. (2018). Implementasi Teknologi Augmented Reality Pada
Aplikasi Peta Universitas Klabat Berbasis Android. Proceeding Seminar Nasional Sistem
Informasi Dan Teknologi Informasi, 1(1), 287–290.
[5] Maramis, M., … A. L.-J. T. E., & 2016, U. (2016). Augmented Reality Pada Aplikasi Android
Untuk Memperlihatkan Gedung Fatek. Ejournal.Unsrat.Ac.Id, 5(1), 40–48.
https://ejournal.unsrat.ac.id/index.php/elekdankom/article/view/11542
[6] Meilani, Gina Rahayu. (2018). MEMBANGUN APLIKASI AUGMENTED REALITY
DENGAN UNITY, CV Garuda Mas Sejahtera, Surabaya.
[7] Sasmito, G. W. (2017). Penerapan Metode Waterfall Pada Desain Sistem Informasi Geografis
Industri Kabupaten Tegal. Jurnal Informatika:Jurnal Pengembangan IT (JPIT), 2(1), 6–12.
RANDOM | 42
Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented Reality Trends in Education: A Systematic Review of
Research and Applications. Educational Technology & Society, 17 (4), 133–149.
Augmented Reality Trends in Education: A Systematic Review of Research

and Applications
Jorge Bacca1*, Silvia Baldiris1, Ramon Fabregat1, Sabine Graf2 and Kinshuk2
1
University of Girona, Institute of Informatics and Applications, Av. Lluis Santalo s/n, 17071 Girona, Spain // 2
Athabasca University, School of Computing and Information Systems, 1200, 10011-109 Street, Edmonton, AB T5J-
3S8, Canada // jorge.bacca@udg.edu // ramon.fabregat@udg.edu // baldiris@eia.udg.edu // sabineg@athabascau.ca
// kinshuk@athabascau.ca
*
Corresponding author
ABSTRACT
In recent years, there has been an increasing interest in applying Augmented Reality (AR) to create unique
educational settings. So far, however, there is a lack of review studies with focus on investigating factors such as:
the uses, advantages, limitations, effectiveness, challenges and features of augmented reality in educational
settings. Personalization for promoting an inclusive learning using AR is also a growing area of interest. This
paper reports a systematic review of literature on augmented reality in educational settings considering the
factors mentioned before. In total, 32 studies published between 2003 and 2013 in 6 indexed journals were
analyzed. The main findings from this review provide the current state of the art on research in AR in education.
Furthermore, the paper discusses trends and the vision towards the future and opportunities for further research
in augmented reality for educational settings.
Keywords
Augmented reality, Systematic review, Trends of AR, Personalization, Inclusive learning in augmented reality
Introduction and definitions
In recent years, technology-enhanced learning (TEL) research has increasingly focused on emergent technologies
such as augmented reality, ubiquitous learning (u-learning), mobile learning (m-learning), serious games and learning
analytics for improving the satisfaction and experiences of the users in enriched multimodal learning environments
(Johnson, Adams Becker, Estrada, & Freeman, 2014). These researches take advantage of technological innovations
in hardware and software for mobile devices and their increasing popularity among people as well as the significant
development of user modeling and personalization processes which place the student at the center of the learning
process. In particular, augmented reality (AR) research has matured to a level that its applications can now be found
in both mobile and non-mobile devices. Research on AR has also demonstrated its extreme usefulness for increasing
the student motivation in the learning process (Liu & Chu, 2010; Di Serio et al., 2013; Jara et al., 2011; Bujak et al.,
2013; Chang et al., 2014).
An AR system allows for combining or “supplementing” real world objects with virtual objects or superimposed
information. As a result virtual objects seem to coexist in the same space with the real world (Azuma et al., 2001).
However, AR is not restricted only to the sense of sight; it can be applied to all senses such as hearing, touch and
smell (Azuma et al., 2001). AR allows for combining virtual content with the real world seamlessly (Azuma,
Billinghurst, & Klinker, 2011). This differs from the notion of a Virtual Environment (VE) where the user is
completely immersed inside a synthetic environment. In this sense, “AR supplements reality, rather than completely
replacing it” (Azuma, 1997). The Reality-Virtuality continuum (Milgram, Takemura, Utsumi, & Kishino, 1995)
clearly shows the relation between a real environment, AR and a virtual environment.
As an example of the current AR applications in education, Ibáñez, Di Serio, Villarán, & Delgado Kloos (2014)
created an AR application for teaching the basic concepts of electromagnetism. In this application students can
explore the effects of a magnetic field. For that purpose, the components used in the experiment (cable, magnets,
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battery, etc.) can be recognized using the camera of a mobile device like a tablet. As a result students can see
superimposed information such as the electromagnetic forces or the circuit behavior using the tablet. The results of
this research show that AR improved academic achievement and provided instant feedback.
Some researchers have proposed different definitions of AR. For example, El Sayed, Zayed, & Sharawy (2011) assert
that AR enables the addition of missing information in real life by adding virtual objects to real scenes. Supporting
this definition, Chen & Tsai (2012) point out that AR allows for interaction with 2D or 3D virtual objects integrated
in a real-world environment. Cuendet, Bonnard, Do-Lenh, & Dillenbourg, (2013) argue that “AR refers to
technologies that project digital materials onto real world objects.” These definitions are based on one of the features
of AR that is the possibility of superimposing virtual information to real objects. On the other hand, a broader
perspective has been adopted in the study of Wojciechowski & Cellary (2013). They define AR as an extension of
virtual reality with some advantages over virtual reality.
Current state of AR applications in education
A considerable amount of literature has been published in AR’s application in educational contexts for a wide variety
of learning domains. However, the state of current research in AR for education is still in its infancy (Wu, Lee,
Chang, & Liang, 2013; Cheng & Tsai, 2012). According to Wu et al., (2013a) and Cheng & Tsai (2012) the research
in this field should continue and should be addressed to discover the affordances and characteristics of AR in
education that differentiate this technology from others. Deepening this analysis will allow for discovering the
unique value of the learning environments based on AR. According to Chen & Tsai (2012) the potential of AR in
educational applications is just now being explored. Dunleavy, Dede, & Mitchell (2009) point out that “we are only
beginning to understand effective instructional designs for this emerging technology.”
Table 1 summarizes some review studies available in the literature on the topics related to AR in education.
Table 1. Recent review studies on topics related to AR in education
Study Analysis dimension Studies Summary of findings

reviewed
(Martin et al., 2011) The review considered the 10 The number of articles about AR is
evolution of technology trends in increasing but according to the
education from 2004 to 2014 analysis this technology is in their
through a bibliometric analysis of initial stage in education. In the study
the Horizon Reports on the topic the evolution of AR to mobile
of AR as well as on other topics augmented reality is considered a
of technology enhanced learning. successful metatrend.
(Radu, 2012; Radu, 2014) Review of studies that compare 32, 26 The findings on the positive impact
student learning in AR versus are: Increased content understanding,
non-AR applications. Learning spatial structures, language
associations, long-term
memory retention, Improved
collaboration and motivation. The
findings on the negative impact
are: attention tunneling,
Usability difficulties,
ineffective classroom
integration, learner
differences.
(Santos et al., 2014) The review considered papers 87 Authors conclude that there are three
published in IEEE Xplore. main affordances of AR: real world
Authors applied a meta-analysis annotation, contextual visualization
and a qualitative analysis in the and vision-haptic visualization. Also
dimensions of display authors state that the
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methaphors, content creation and three affordances are
evaluation techniques. supported by existing theories like:
multimedia learning theory,
experiential learning
and animate vision theory.
A large and growing body of literature has reported factors such as: uses, purposes, advantages, limitations,
effectiveness and affordances of AR when they are applied in different learning domains. However, there is gap in
the literature with respect to systematic literature reviews looking at these factors of AR in educational settings.
Taking into account this, the aim of this systematic literature review is to present the current status of research in AR
in education. The study considers categories for analyzing the current state and tendencies of AR such as the uses of
AR in educational settings as well as its advantages, limitations, effectiveness; the availability of adaptation and
personalization processes in AR educational applications as well as the use of AR for addressing the special needs of
students in diverse contexts. The analysis of the different categories allows suggesting trends, challenges,
affordances, the opportunities for further research and a general vision towards the future.
The rest of the paper is organized in five sections. First section describes the research questions addressed in this
systematic review. Second section describes the methodological design of the study. Third section presents the results
jointly with the discussion of the findings. Fourth section follows with a discussion on the trends and the vision
toward the future. Finally, fifth section remarks some conclusions.
Research questions
There is a large volume of published studies that report advantages, limitations, effectiveness challenges, etc. of AR
in education. However, since AR is an emergent technology, it is important to get an overview of the advances and
real impact of its use in educational settings, describing how AR has been used for generate more student-center
learning scenarios. Within this context the research questions addressed by this study are:
 What are the uses, purposes, advantages, limitations, effectiveness and affordances of augmented reality in
educational settings?
 Have the inclusion of user modeling and adaptive processes been considered in augmented reality
applications?
 How has augmented reality addressed the special needs of access and people preferences in educational
settings?
 What are the evaluation methods considered for augmented reality applications in educational scenarios?
Method
For this review, we considered the guidelines proposed by (Kitchenham, 2004) and adapted to this literature review:
Planning:
 Selection of Journals
 Definition of inclusion and exclusion criteria of studies
 Definition categories for the analysis
Conduct the review:

 Study selection
 Data extraction (Content analysis method was applied)
 Data synthesis
 Data coding
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Reporting the review: This step includes the analysis of results, discussion of findings, trends and conclusions of the
review.
Regarding step 3 (Reporting the review), we followed the recommendations of the PRISMA (Preferred Reporting
Items for Systematic Reviews and Meta-Analyses) statement (Moher, Liberati, Tetzlaff, & Altman, 2009). The
PRISMA statement is the international and accepted updated version of the QUORUM (Quality of Reporting of
Meta-analysis) statement. In the following sub-sections we depict the most important steps followed according to the
methodology.
Step 1a: Selection of journals
The aim of this step has been to choose the most relevant journals for the systematic review in a consistent way. To
keep the process methodologically strong and scientifically consistent, a method has been defined in this research for
selecting journals.
The Google Scholar h5-index for the category “Educational technology” was used as the starting point. This starting
point was selected since this category is more specific than “Education and educational research” category from the
Journal Citation Report Social Science Citation Index (JCR SSCI). In the later, most of the journals about
educational technology are indexed jointly with journals about educational research in general.
We chose the top 5 journals from “Educational Technology” category from Google Scholar h5-index and we named
this list “GS list.” In order to validate our initial “GS list,” we performed an iterative double check process using the
JCR SSCI tool in order to consider the impact factor of each journal and its “relatedness” with others. The
“relatedness” or most related journals is defined in the JCR taking into account the cited and citing relationship of the
journals and is based on the number of citations from one journal to the other and the total number of articles. The
iterative double check process was performed as follows: For each journal in the GS list, we searched the most
related journals to that one using the option “Related Journals” in the JCR SSCI web application (Journal Citation
Reports - ISI Web of Knowledge, 2012). As a result, we obtained one list of related journals for each journal in the
GS list. In this way, we obtained five lists of related journals which were named as RJ-GS1, RJ-GS2, RJ-GS3, RJGS4
and RJ-GS5, where RJ stands for “related journal” and GS# stands for the corresponding journal from the GS list.
We then independently sorted each of the lists RJ-GS1 to RJ-GS5 taking into account the impact factor. This process
is somewhat similar (by analogy) to a precipitation process (Gooch, 2007) were the journals with major impact factor
will “float” in each list. As a result, we obtained 5 independent lists of journals ordered by impact factor. Despite the
fact that lists were organized by impact factor, we had some similar journals in each list but at different positions. For
example, the British Journal of Educational Technology was at position 7 in the list RJ-GS1 but at position 4 in RJ-
GS2. In the remaining lists (RJ-GS3, RJ-GS4 and RJ-GS5) the journal was also in different positions. In order to
overcome this situation we combined all the elements of the lists (from RJ-GS1 to RJ-GS5) by pondering the position
occupied by each journal through the five lists. As a result, the definite list of journals ordered according to its
position was obtained. This list was named FL-JCR-SSCI list.
We then analyzed each journal from the FL-JCR-SSCI list and discarded journals that did not cover topics about
educational technology. This analysis was based on the “subject categories” reported for each journal in the JCR
SSCI web application. If necessary we analyzed the aim and scope of each journal to see if the journal could be
considered. As a result of this process, we had a new list of journals named ET-FL-JCR-SSCI. Where “ET” stands for
Educational Technology. This list contains only journals that cover the topic of Educational Technology ordered by
impact factor. Table 2 shows the first 5 journals of ET-FL-JCR-SSCI list that corresponds to the journals selected for
this review. We have to point out that this method allowed us to find the most important journals in educational
technology through a double check process considering impact factor and “relatedness” in the JCR SSCI.
Table 2. List of the first 5 journals of “ET-FL-JCR-SSCI list”

Journal title Impact factor (JCR SSCI 2012)
Computers and Education 2,775
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Internet and Higher Education 2,013
British Journal Of Educational Technology 1,313
Australasian Journal of Educational Technology 1,363
International Journal of Computer-Supported Collaborative 1,717
Learning
In order to also consider the Journal Citation Reports Science Citation Index (JCR SCI), we repeated the iterative
double check process with the journals indexed in the JCR SCI and obtained another list of journals, namely ET-
FLJCR-SCI list. Table 3 shows the first four journals of this list that corresponds to the journals from the JCR-SCI
selected for this review. At this point we decided to include in the review, studies published in the first 4 journals of
each list (ET-FL-JCR-SCI and ET-FL-JCR-SSCI). However, the “Internet and Higher Education” journal was not
considered in the review since does not have studies published about AR in education. As a result, we included one
additional journal from the ET-FL-JCR-SSCI list so that the number of journals considered can be equal. Those
journals are the most relevant journals in Educational Technology according to our analysis. Those results were
validated by comparing them with the SJR and SNIP indexes obtaining similar results.
Table 3. List of the first 4 journals of “ET-FL-JCR-SCI list”

Journal title Impact factor (JCR SCI 2012)
Knowledge-based systems 4,104
Expert systems with applications 1,854
IEEE Transactions on education 0,95
IEEE Intelligent Systems 1,93
Step 1b: Inclusion and exclusion criteria
Taking into account the research questions, we considered general criteria that define the time frame for the study and
the type of studies that are relevant. Accordingly, we defined the following criteria:
General Criteria:
 Studies published between 2003 and 2013.
 Studies that describe applications or frameworks for augmented reality in education.
Specific Criteria:
 Studies that report advantages, disadvantages, affordances, limitations, features, uses, challenges and
effectiveness of augmented reality in educational settings.
 Studies that describe applications considering a user model and/or adaptive processes combined with
augmented reality.
 Studies that describe applications of augmented reality in education for people in contexts of diversity. 
Studies describing the evaluation methods for augmented reality applications in educational scenarios.
The following exclusion criteria were defined and accordingly, studies meeting these criteria were excluded:
 Studies not identified as “Articles” in the journals selected (e.g., book reviews, books, editorial publication
information, book chapters, etc.).
 Studies that mention the term “augmented reality” but are actually about virtual reality or other topics (and the
term appears only in the references section).
Step 1c: Categories for the analysis and data coding
In this step, we defined a group of categories of analysis with their corresponding sub-categories according to each
research question. Categories help us in grouping studies according to their shared characteristics.
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During the systematic review process, some sub-categories emerged and others were refined in order to cover all
emerging information. The list of categories for the analysis classified by research questions (RQ) is as follows:
RQ1 - What are the uses, purposes, advantages, limitations, effectiveness and affordances of augmented reality in
 Field of Education: Based on International Standard Classification of Education (UNESCO, 2012). 
Target Group: Based on the International Standard Classification of Education (UNESCO, 2012). 
Reported purposes of using AR.
 Reported advantages of AR.
 Reported limitations of AR.
 Reported effectiveness of AR.
 Type of AR.
RQ 2 - Have the inclusion of combined adaptive or personalized processes been considered in augmented reality
applications?
 Type of adaptation process.
 Type of user modeling.
RQ 3 - How has augmented reality addressed the special needs of access and people preferences in educational
settings?
 Special Need addressed.
 Intervention method.
RQ 4 - What are the evaluation methods considered for augmented reality applications in educational scenarios?
 Research sample.  Research method  Time dimension.
 Data collection method.
Content analysis allows to find the research trends of a topic by analyzing the articles’ content and grouping them
according to the shared characteristics (Hsu, Hung, & Ching, 2013). This method was applied in order to extract the
information of each paper. Two of the authors of the paper manually coded the studies separately according to their
characteristics and classified them according to the categories and sub-categories defined. In case of discrepancy, the
coders resolved it through discussion.
Results (Steps 2 and 3)
In this section the results of conducting the review are described and discussed. In step 2a we searched manually in
the selected journals and applied the inclusion and exclusion criteria in order to select the studies for the review. As a
result of this process we selected 32 studies from journals. Steps 2b and 2c were carried out by reading the papers
completely and the data coding process was performed taking into account the categories defined in step 1c. In order
to present the results this section was organized taking into account each research question addressed.
In total 30 studies were analyzed from the 5 journals selected from the JCR-SSCI and 2 studies were analyzed from
the 4 journals selected from the JCR-SCI. Table 4 shows the number of studies analyzed by journal. It is important to
note that in the table, the year 2013* includes the papers published until February 2014.
By analyzing the year of publication of the studies considered we found that the number of published studies about
AR in education has progressively increased year by year specially during the last 4 years. This means that many
researchers are interested in exploring the features, advantages, limitations of AR in educational settings. According
to these results, AR in education is an emerging topic and this finding corroborates the ideas of Wu, Lee, Chang, &
Liang (2013) and Cheng & Tsai (2012), who point out that the research on AR in education is in the initial phase. As
Bujak et al. (2013) suggest: “Augmented reality (AR) is just starting to scratch the surface in educational
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applications.” One of the issues that emerge from these findings is that more research needs to be undertaken in the
topic of AR in education.
Table 4. Number of studies analyzed in this review by journal

Journal Studies analyzed (2003-2013*)
JCR-SSCI Journals Total: 30
Computers & Education 23
Internet and Higher Education 0
British Journal of Educational Technology 4
Australasian Journal of Educational Technology 1
International Journal of Computer-Supported Collaborative Learning 2
JCR-SCI Journals Total: 2
Knowledge-based systems 0
Expert systems with applications 1
IEEE Transactions on education 1
IEEE Intelligent Systems 0
In the following subsections, our findings with respect to each research question are presented.
What are the uses, purposes, advantages, limitations, effectiveness and affordances of augmented reality in
With respect to the uses of AR in education, Table 5 presents the results obtained from the data coding process in the
category of “Field of education.” This table clearly shows the use of augmented reality by each field of education.
The most striking result to emerge from the data is that most of the studies (40.6%) were applied in the field of
“Science.” This result indicates that most of the research done in AR applied to education has been concentrated on
identifying the benefits of AR in science education. A possible explanation of this is that AR has demonstrated to be
effective when applied to lab experiments (Ibáñez, Di Serio, Villarán, & Delgado Kloos, 2014; Lin, Duh, Li, Wang,
& Tsai, 2013; Enyedy, Danish, Delacruz, & Kumar, 2012), ecology (Wrzesien & Alcañiz Raya, 2010), field trips
(Kamarainen et al., 2013), mathematics and geometry (Blake & Butcher-Green, 2009), scientific issues (Chang, Wu,
& Hsu, 2013) and in general, activities where students can see things that could not be seen in the real world or
without a specialized device. Besides that, students “do not have to use their imagination to envision what is
happening. They can see it” (Furió, González-Gancedo, Juan, Seguí, & Rando, 2013) which also means that AR is
effective for teaching abstract or complex concepts. A prior study has noted the importance of AR in science
education. (Cheng & Tsai, 2012).
Following “Science” learning, “Humanities & Arts” was the second field of education in which AR was applied the
most (21.9%). Studies in this field of education focused on language learning (Liu & Tsai, 2013; Chang, Lee, Wang,
& Chen, 2010; Ho, Nelson, & Müeller-Wittig, 2011; Liu & Chu, 2010), visual art and painting appreciation (Di
Serio, Ibáñez, & Kloos, 2013; Chang et al., 2014), and culture and multiculturalism (Furió et al., 2013). Interestingly,
AR has been widely used in language learning due to the possibility of augment information and combining it with
contextual information to provide new experiences in language learning. On the other hand, thanks to the possibility
of adding virtual information to the real world AR has been applied in painting appreciation in order to provide an
enhanced experience.
In “Social Sciences, Business and Law” and “Engineering, manufacturing and construction,” AR is being explored.
Only 12.5% of the studies reviewed applied AR in “Social Sciences” and 15.6% applied AR in Engineering,
manufacturing and construction.
Finally the results of our review show that the less explored fields of education are “Health and welfare” (3.1%) and
Services and Others (travelling, transport, security services and hotel) with 6.3% of the studies reviewed. According
to our review, no investigations have delved in the field “Educational” (teacher training in all levels of education) as
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well as the field of agriculture. The present results are significant in order to encourage researchers to explore the use
of AR in teacher training and agriculture, forestry, fishery, veterinary, etc.
Table 5. Augmented reality uses by “Field of education”

Sub-category Number of studies Percentage (%)
Educational 0 0.0
Humanities & Arts 7 21.9
Social Sciences Business and Law 4 12.5
Science 13 40.6
Engineering, manufacturing and construction 5 15.6
Agriculture 0 0.0
Health and welfare 1 3.1
Services and Others 2 6.3
Regarding the “Target group,” this category refers to the level of education of participants in the experiments in
which the study of AR in education was carried out. Table 6 summarizes the results. This table is quite revealing in
several ways. First, it is worth noticing that AR has been mostly applied in higher education settings (Bachelor’s or
equivalent level) and compulsory education (primary, lower and upper secondary education). Most of the studies
reviewed in these target groups applied AR for motivating the students, explaining topics, adding information and
other purposes that are discussed later. It seems possible that AR has been applied in settings with this target group in
order to improve the educational experience of the students and motivate and engage them by taking advantage of the
features of this technology. In the studies reviewed there were no evidence of AR applications in the field “Early
childhood education” (0%). A possible explanation of this result is that the technology could not be ready for being
used by children since many aspects of interaction, such as the tracking and use of markers, need to be solved. We
encourage researchers to explore the use of AR in this field.
On the other hand, “Post-secondary non-tertiary education” (0%) and “Short-cycle tertiary education” (3.1%) are
target groups that need further research on the impact of AR in educational settings. This target groups are part of the
Vocational Educational Training (VET) in which AR could provide benefits in the learning process for facilitating the
access to the labor market. So far, not many studies have been reported in this area. Finally, there were no evidence
of using AR in “Masters or equivalent level” (0%) and “Doctoral” (0%) educational settings. This result may be
explained by the fact that Master’s and PhD students typically are involved in creating new AR applications for the
other levels.
Table 6. Target group in which AR studies were carried out

Early childhood education 0 0.00
Primary education 6 18.75
Lower secondary education 6 18.75
Upper secondary education 4 12.50
Post-secondary non-tertiary education 0 0.00
Short-cycle tertiary education 1 3.13
Bachelor’s or equivalent level 11 34.38
Master’s or equivalent level 0 0.00
Doctoral 0 0.00
Informal Learning 2 6.25
Not mentioned in the study 2 6.25
With respect to category “Purposes of using AR” in education, table 7 summarizes the results. Since one study can
report more than one purpose, each study can meet more than one sub-category. It can be seen from this data that
most of the studies used AR with the purpose of explaining a topic (43.7%) and augment information (40.6%).
Explaining the topic refers to the use of an AR application in order to support the learning of a specific topic
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(Wrzesien & Alcañiz Raya, 2010; Chang et al., 2013). On the other hand, “augment information” refers to the use of
AR for providing supplemental material by means of markers placed on printed material that students used to access
digital resources (Huang, Wu, & Chen, 2012; Chen, Teng, & Lee, 2011)..
Table 7 also shows that the purposes of using AR combined with “Educational Game” (18.7%) and for “Lab
experiments” (12.5%) are being explored. In this sense, we encourage researchers to explore in detail the uses of AR
in educational games in order to identify its features, advantages and drawbacks. Furió et al., (2013) claim that “there
are few mobile learning games that use this technology.” Further research regarding to the role of AR for supporting
lab experiments needs to be done, for example, the analysis of the impact of AR for reducing the cost of lab
experiments or its strengths for offering a most inclusive experience for people with disabilities. Furthermore,
according to the results, very little was found in the literature on using AR for activities for “Exploration” and
discovering the world through AR (3.1%) and no studies were found with focus on using AR for evaluating a topic
(0%) and the use of AR for other educational purposes (0%) different from the ones mentioned before.
Table 7. Purposes of using AR in educational settings

Explaining the topic 14 43.75
Evaluation of a topic 0 0.00
Lab experiments 4 12.50
Educational Game 6 18.75
Augment information 13 40.63
Exploration 1 3.13
Other purposes 0 0.00
Another category analyzed in this systematic literature review deals with the “Reported Advantages” of AR in
educational settings. Table 8 shows the results of the reported advantages identified in the studies analyzed. Since
one study can report more than one advantage, each study can meet more than one sub-category. From the results, it
can be seen that the major advantages reported in the studies are: “Learning gains” (43.7%) and “Motivation”
(31.2%). These results corroborate the benefits of AR for improving the learning performance and motivating
students (Liu & Chu, 2010; Di Serio et al., 2013; Jara et al., 2011; Chang et al., 2014). Some studies have reported
other advantages of AR that are listed in table 8. However, these advantages need to be further explored in order to
understand the real benefits of AR-based learning experiences. On the other hand, very little was found in the
literature on advantages of AR in educational settings such as: “Increase capacity of innovation” (6.2%), “creating
positive attitudes” (6.2%), “Awareness” (3.1%), “Anticipation” (3.1%), “Authenticity” (3.1%), and “Novelty of the
technology” (0%). In this sense, there is a need of more research in order to validate if those factors are advantages of
AR in education.
Although interaction and collaboration have emerged as main advantages of AR, surprisingly data collection methods
(discussed later in research question 4) such as focus groups or conversational analysis did not appear during the
review. There are many evaluation mechanisms that have not been explored because the technology is not enough
mature, so there is a gap between the affordances of AR, its advantages, uses, research methodologies and the
evaluation mechanisms applied.
Table 8. Reported advantages of AR in educational settings

Learning gains 14 43.75
Motivation 10 31.25
Facilitate Interaction 5 15.63
Collaboration 6 18.75
Low cost 4 12.50
Increase the experience 4 12.50
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Just-In-time Information 4 12.50
Situated Learning 3 9.38
Student-centred 3 9.38
Students' attention 3 9.38
Enjoyment 3 9.38
Exploration 4 12.50
Increase capacity of innovation 2 6.25
Create positive attitudes 2 6.25
Awareness 1 3.13
Anticipation 1 3.13
Authenticity 1 3.13
Novelty of the technology 0 0.00
Turning now to the category “Limitations of AR”, this category aims to identify the limitations of AR in educational
settings. Results are shown in Table 9. From this data it can be seen that the most reported limitation in the studies
reviewed are “Difficulties maintaining superimposed information” (9.3%). Students may feel frustrated if the
application does not work properly or if it is difficult for them to use the markers or the device in order to see the
augmented information. In order to overcome this limitation there is a need of improving the algorithms for tracking
and image processing. In addition to this, it is recommended that further research be undertaken in usability studies
for AR applications in education as well as guidelines for designing AR-based educational settings.
Another limitation reported was “Paying too much attention to virtual information” (6.2%). This limitation is related
to the novelty of this technology when it is used for the first time in the classroom. So, students may be distracted by
the virtual information showed or the technology itself. “Intrusive Technology” (6.2%) was also a limitation reported
which is connected with the use of HDM (Head-mounted displays) (Zarraonandia, Aedo, Díaz, & Montero, 2013)
because the device can interrupt the natural interaction with others.
Other limitations reported in the studies are: “Designed for a specific knowledge field” (3.3%) and “Teachers cannot
create new learning content” (3.1%). In this sense, it is recommended that further research be undertaken in
authoring tools for creating AR activities so that teachers can create their own content with AR support.
Table 9. Limitations of AR in educational settings

Designed for a specific knowledge field 1 3.13
Teachers cannot create new learning content 1 3.13
Difficulties maintaining superimposed information 3 9.38
Paying too much attention to virtual information 2 6.25
Short periods of validation 1 3.13
Intrusive Technology 2 6.25
Not specified in the study 22 68.75
With respect to the category “Effectiveness of AR,” table 10 shows the results. Since one study can report more than
one sub-category of effectiveness, each study can meet more than one sub-category. Most of the studies reported that
AR applications lead to “Better learning performance” (53.3%) in educational settings. “Learning motivation”
(28.1%) and “Student engagement” (15.6%) were also reported. The results show that AR is a promising technology
for improving the student’s learning performance and motivate the students to learn thanks to the interaction and
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graphical content used. “Improved perceived enjoyment” (12.5%) and “Positive attitudes” (12.5%) were less
reported but are also important in educational settings.
Table 10. Effectiveness of using AR in educational settings

Better learning performance 17 53.13
Learning motivation 9 28.13
Improve perceived enjoyment 4 12.50
Decrease the education cost 0 0.00
Positive attitudes 4 12.50
Student engagement 5 15.63
Regarding the “Type of AR” considered in the studies reviewed, table 11 summarizes the results. We considered three
types of AR according to the classification of Wojciechowski & Cellary (2013): marker-based AR, marker-less AR
and location-based AR. Marker-based AR is based on the use of markers. Markers are labels that contain a colored or
black and white pattern that is recognized or registered by the AR application through the camera of the device in
order to fire an event that can be, for instance, to show a 3D image in the screen of the device located in the same
position where the marker is. Marker-less AR is based on the recognition of the object’s shapes. And locationbased
AR superimposes information according to the geographical location of the user.
The results in table 11 reveal that most of the studies used “Marker-based AR” (59.3%) which means that most of the
applications developed for educational settings use markers. A possible explanation for this result is that currently the
tracking process of markers is better and more stable compared to the marker-less tracking techniques. The use of
static markers decrease the tracking work needed and reduce the number of objects to be detected (El Sayed et al.,
2011). Therefore for educational settings the use of markers could be recommended so that students can have a better
experience with the technology until better techniques for tracking can be developed for marker-less AR.
“Markerless AR” has not been widely used in educational settings (12.5%). However, there is a trend of using
Microsoft Kinect sensors and similar technologies in order to create AR applications for educational settings
(Fallavollita et al., 2013; Pillat, Nagendran, & Lindgren, 2012). Microsoft Kinect provides some advantages in
tracking and registering objects in marker-less AR.
Table 11. Types of AR applied in education
Code Sub-category Number of studies Percentage (%)
SC1 Marker-based AR 19 59.38%
SC2 Marker-less AR 4 12.50%
SC3 Location-based AR 7 21.88%
SC4 Not specified in the study 2 6.25%
Interestingly, the development of “Location-based AR” (21.8%) applications is major compared to marker-less AR
applications. This can be due to the availability of sensors in mobile devices like the accelerometer, gyroscope,
digital compass and the possibility of using GPS. These technological advancements open possibilities for
developing applications of AR that can be aware of the user’s location in order to show information according to the
geographical position and/or orientation.
Have the inclusion of combined adaptive or personalized processes been considered in augmented reality
applications?
In the studies reviewed only 2 out of 32 studies report some kind of personalized process and 1 out of 32 considered
a user modeling process. Barak & Ziv (2013) created “Wandering” which is an application for creating locationbased
interactive learning objects (LILOs) and considers personalization as an “important requirement of the 21 st century
skills” (Barak & Ziv, 2013). Personalization is considered for meeting the needs and interests of the individual
learners. However, in the study where the authors describe the Wandering application is not clear if they have a user
143
model. On the other hand, Blake & Butcher-Green (2009) propose an application for customized training based on a
scaffolding instructional approach and an agent architecture in order to training individuals from diverse
backgrounds. The type of adaptation process considered by the application is personalization based on historical
training profiles. However in the paper is not clear if the information for the user model comes from the learner’s
profile. In addition to this, the authors states that the system was being integrated with the AR environment when the
paper was written. The results of the paper are based on a simulated AR environment (Blake & Butcher-Green,
2009).
How has augmented reality addressed the special needs of access and people preferences in educational settings?
In the studies reviewed from journals there was no evidence of AR applications in educational settings that address
the special needs of students. This finding corroborates the idea of Wu, Wen-Yu, Chang, & Liang (2013) who state
that few systems have been designed for students with special needs. According to Lindsay (2007) the opportunities
for children with special needs and disabilities can be improved by a major policy initiative called “inclusion”.
Inclusive education is more than integration because integration refers to the learner adapting to the educational
setting while inclusion means that the educational setting adapts to the learner in order to meet their needs (Lindsay,
2007). Within this sense AR may offer unique advantages and benefits in order to create inclusive AR-based
educational settings. Further research is needed in order to identify the effectiveness and advantages of AR
applications for addressing the special needs of students.
What are the evaluation methods considered for augmented reality applications in educational scenarios?
With respect to the evaluation methods for AR applications in educational settings we considered four sub-categories
for the analysis. The results show that, regarding to “Research Samples” (table 12), most of the studies used medium
research samples “between 30 and 200” (78.1%) and some studies considered small research samples “30 or less
than 30” (18.7%). In our review we did not find studies that used research samples greater than 200 participants
(“More than 200” (0%)). A possible explanation of this result is that greater research samples would need more
devices (handheld devices, PC, web cam, tablets, etc.) so that each participant can have one device.
Table 12. Research samples in the studies reviewed

30 or less than 30 6 18,75
Between 30 and 200 25 78,13
More than 200 0 0,00
Not Specified in the study 1 3,13
Regarding the “Research Methods,” table 13 shows that most of the studies applied “mixed methods” (46.8%),
“Qualitative-Exploratory-Case study” (21.8%), “Quantitative-Descriptive research” (15.6%) and
“QualitativeExploratory-Pilot Study” (12.5%) as research methods to conduct the study. Few studies have applied
“QuantitativeExplanatory and Causal research” (3.1%) and “Qualitative-Exploratory-Experience Survey” (0%).
Table 13. Research methods applied

Qualitative-Exploratory-Case Study 7 21,88
Qualitative-Exploratory-Pilot Study 4 12,50
Qualitative-Exploratory-Experience Survey 0 0,00
Quantitative-Descriptive Research 5 15,63
Quantitative-Explanatory and Causal Research 1 3,13
Mixed Methods 15 46,88
Other 0 0,00
Turning now to the “Time dimension” of the studies reviewed, table 14 shows that almost all of the studies were
identified as “Cross-sectional” (93.7%) and only 6.2% of the studies were identified as “Longitudinal Study.” An
implication of this result could be that the novelty of the technology in cross-sectional studies may affect the results
144
since students can be engaged with the AR application because it is new for them. Future studies conducted as
longitudinal studies need to be undertaken in order to follow the students in the long term and identify the
advantages, benefits, limitations when students are exposed to this technology for a long period and also when
students are used to using AR in the classroom as well as analyze the student’s behavior in different learning
scenarios.
Table 14. Time dimension of the studies reviewed

Cross-sectional Study 30 93,75
Longitudinal Study 2 6,25
Finally, for “Data Collection methods” as table 15 shows, most of the studies applied “Questionnaires” (75%),
“interviews” (28.3%), “surveys” (18.7%) and “cases observation” (9.3%) as data collection methods. “Focus group”
(0%) and “Writing Essay” (3.1%) have either not been used or used very little. Since one study can apply more than
one data collection method this study counts for more than one category.
Table 15. Data collection methods

Questionnaires 24 75,00
Interviews 9 28,13
Focus-groups 0 0,00
Survey 6 18,75
Cases observation 3 9,38
Writing Essay 1 3,13
Other 1 3,13
Trends and future vision
This study presents a detailed systematic review of the state of the art in Augment reality as a promising technology
for supporting technology-enhanced learning. In this section we discuss our main findings highlighting what we
consider as the strongest future directions of research in this field.
AR technology
Marker-based AR as mentioned in the results section is the most used approach for supporting the development of
AR learning experience, followed by the location-based AR. A possible explanation for this result is that currently the
tracking process of markers is better and more stable compared to the marker-less tracking techniques. Besides that
one of the advantages of marker-based AR is the facility of implementation due to the available libraries which
support the development process. There is a challenge around the improvement of recognition algorithms for human
forms as a promising feature in the process of achieving more immersive and not intrusive AR learning experiences
(Zarraonandia et al., 2013). Accessibility and usability of the AR learning experiences are two important issues to be
addressed in future research since few studies have reported research on this field. In fact, only 4 out of 32 studies
consider those factors (Di Serio et al., 2013; Ibáñez et al., 2014; Ho et al., 2011; Cuendet et al., 2013). Further
research need to be undertaken in usability studies for AR applications in education as well as guidelines for
designing AR-based educational settings.
Some recent studies have reported new research directions:

 There is a need for “new methods for creating interactive 3D content for AR learning environments”
(Wojciechowski & Cellary, 2013; K.-E. Chang et al., 2014) and creating authoring tools for teachers to create
content.
145
 Understand how to design AR learning experiences according to the topic taking into account the skills of
learners (Bujak et al., 2013).
 Creating multisensory experiences with AR (Ho et al., 2011) and explore their impact in the learning outcomes.
 Carry out more studies for understanding the user experience and knowledge construction processes in AR
applications (Lin et al., 2013).
Attention to diversity and special needs in the learning process
Although there are not many reported papers considering samples which include people with special need of access
to educational context, the multimodal possibilities of AR applications seems to be a good option for addressing the
special necessities of diverse population.
Some challenges are the definition of frameworks for user model representations as well as frameworks to support
personalization processes. In fact, a starting point could be the analysis of existing frameworks for AR (Bujak et al.,
2013; Chen et al., 2011; Price & Rogers, 2004) in order to analyse the feasibility of integration of these frameworks
to offer an augmented but also an adaptive learning experience to users. These frameworks should at least include the
definition of semantics to represent the user’s profiles and their context, semantics to represent the metadata of the
AR resources as well as semantic to represent different possibilities of adaptations.
On the other hand, the multimodal possibilities of AR applications seem to be a good option for supporting therapy
processes for people with sensorial and physics impairments. It demonstrates that AR increases the motivation of the
user developing specific tasks which is one of the challenges in therapy processes (Correa, Ficheman, Nascimento, &
Lopes, 2009). Finally, it can thus be suggested that frameworks for personalized AR should consider pedagogical and
didactical components in order to guide the development of AR-based educational settings.
The need for longitudinal studies
Based on the conducted analysis, we conclude that more studies need to be undertaken considering a large scale
evaluation and longitudinal evaluations in future researches. Many cross-sectional studies have been conducted as
shown in the results of this review, being an efficient research method in order to establish comparisons between AR
learning experiences with respect to other cases of learning experience. However, in the case of educational settings
is also important to study the evolution of knowledge and skills over time, as proposed by longitudinal studies. Long
term analysis of the AR learning experience could give important inputs about the suitability of this technology for
supporting significant learning (Mendoza Gómez, 2005).
Vocational educational training (VET) as target groups for future research
According to our research, only 3.1% of the studies were carried out considering a sample of students from
vocational educational training institutions. From our point of view, VET institutions are promising research partners
not only for validation but also for demonstrating the possibilities of AR learning scenarios for improving and
acquiring professional competences. Possibilities offered for AR could reduce the cost of carrying out some learning
experience where expensive learning material is necessary. For example, physical materials to learn how to create a
gem could be difficult to buy by institutions with limited economic resources. In this sense, combining virtual objects
as different kind of physical materials with real objects such as the students’ hands could be a good option to explore.
Conclusions
In this paper a systematic literature review was reported. In total 32 studies from journals were analyzed by using the
content analysis method. We analyzed the following factors of the studies selected: Field of education, target group,
146
type of AR, reported purposes, advantages, limitations, affordances and effectiveness of AR in educational settings.
Besides that, adaptation processes and user modeling in AR as well as the addressing of individual special needs with
AR applications was also considered for the analysis. Regarding the evaluation methods we analyzed the research
sample, research method, and time dimension of the study. Furthermore, we defined a validated method for selecting
journals through a methodologically strong and consistent process that can be applied for systematic reviews in other
topics.
A short summary of the main findings of this review are:

 The number of published studies about AR in education has progressively increased year by year specially
during the last 4 years.
 Science and Humanities & Arts are the fields of education where AR has been applied the most. Health &
welfare, Educational (teacher training) and Agriculture are the research fields that were the least explored
fields.
 AR has been mostly applied in higher education settings and compulsory levels of education for motivating
students. Target groups like early childhood education and Vocational educational Training (VET) are potential
groups for exploring the uses of AR in future.
 Marker-based AR is the most used type of AR. In addition location-based AR is being widely applied. This can
be due to the availability of sensors in mobile devices like the accelerometer, gyroscope, digital compass and
the possibility of using GPS. Marker-less AR needs some improvement in algorithms for tracking objects but
the use of Microsoft Kinect is becoming more and more popular.
 The main purpose of using AR has been for explaining a topic of interest as well as providing additional
information. AR educational games and AR for lab experiments are also growing fields.
 The main advantages for AR are: learning gains, motivation, interaction and collaboration.
 Limitations of AR are mainly: difficulties maintaining superimposed information, paying too much attention to
virtual information and the consideration of AR as an intrusive technology.
 AR has been effective for: a better learning performance, learning motivation, student engagement and positive
attitudes.
 Very few systems have considered the special needs of students in AR. Here there is a potential field for further
research.
 Most of the studies have considered medium research samples (between 30 and 200 participants), and most of
the studies have used mixed evaluation methods. The most popular data collection methods were
questionnaires, interviews and surveys and most of the studies were cross-sectional.
This work contributes to existing knowledge in AR in educational settings by providing the current state of research in
this topic. This research also has identified relevant aspects that need further research in order to identify the benefits
of this technology to improve the learning processes.
Acknowledgements
This work is supported in part by the Spanish Science and Education Ministry in the ARrELS project
(TIN201123930). Jorge Bacca, Silvia Baldiris and Ramon Fabregat belong to the BCDS group (ref. GRCT40) which
is part of the DURSI consolidated research group COMUNICACIONS I SISTEMES INTELLIGENTS (CSI) (ref.
SGR-1202).
147
Jorge Bacca would like to thank the financial support for the Grant (FPI-MICCIN) provided by the Spanish Ministry
of Economy and Competitiveness (BES-2012-059846). The authors acknowledge the support of NSERC, iCORE,
Xerox, and the research related gift funding by Mr. A. Markin.
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InternatIonal Journal of MobIle and
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October-December 2013, Vol. 5, No. 4
Table of Contents
Special Issue from the 11th World Conference on
Mobile and Contextual Learning
Guest Editorial Preface

iv Mike Sharples, The Open University, Milton Keynes, UK
Marcus Specht, Open University of the Netherlands, Heerlen, The Netherlands
Research Articles
1 Post-Web
2.0 Pedagogy:
From Student-Generated
Content to
International Co-Production
Enabled by
Mobile Social
Media
Thomas Cochrane, AUT University, Auckland, New Zealand
Laurent Antonczak, AUT University, Auckland, New Zealand
Daniel Wagner, Unitec, Auckland, New Zealand
19 Use of Mobile Applications for Hospital

Discharge Letters: Improving Handover at Point of
Practice
Bridget Maher, University College Cork (UCC), Cork, Ireland
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Hendrik Drachsler, Centre for Learning Sciences and Technologies (CELSTEC), Open University of the Netherlands, Heerlen, The Netherlands
Marco Kalz, Centre for Learning Sciences and Technologies (CELSTEC), Open University of the Netherlands, Heerlen, The Netherlands Cathal
Hoare, University College Cork (UCC), Cork, Ireland
Humphrey Sorensen, University College Cork (UCC), Cork, Ireland
Leonardo Lezcano, Centre for Learning Sciences and Technologies (CELSTEC), Open University of the Netherlands, Heerlen, The Netherlands
Pat Henn, University College Cork (UCC), Cork, Ireland
Marcus Specht, Centre for Learning Sciences and Technologies (CELSTEC), Open University of the Netherlands, Heerlen, The Netherlands
43 Augmented Reality and Mobile Learning: The State of

the Art
Elizabeth FitzGerald, Institute of Educational Technology, The Open University, Milton Keynes, UK
Rebecca Ferguson, Institute of Educational Technology, The Open University, Milton Keynes, UK
Anne Adams, Institute of Educational Technology, The Open University, Milton Keynes, UK
Mark Gaved, Institute of Educational Technology, The Open University, Milton Keynes, UK
Yishay Mor, Institute of Educational Technology, The Open University, Milton Keynes, UK
Rhodri Thomas, Learning and Teaching Systems, The Open University, Milton Keynes, UK
43 International Journal of Mobile and Blended Learning, 5(4), 43-58, October-December 2013
59 A Learning Outcome-Oriented Approach towards Classifying Pervasive Games for Learning

using Game Design Patterns and Contextual Information
Birgit Schmitz, Welten Institute, Research Center for Learning, Teaching and Technology, Open University of the Netherlands, Heerlen, The
Netherlands
Roland Klemke, Welten Institute, Research Center for Learning, Teaching and Technology, Open University of the Netherlands, Heerlen,
The Netherlands
Marcus Specht, Welten Institute, Research Center for Learning, Teaching and Technology, Open University of the Netherlands, Heerlen, The
Netherlands
72 Systematising the Field of Mobile Assisted Language Learning

Olga Viberg, Örebro University Business School, Örebro University, Örebro, Sweden
Åke Grönlund, Örebro University Business School, Örebro University, Örebro, Sweden
Copyright
The International Journal of Mobile and Blended Learning (IJMBL) (ISSN 1941-8647; eISSN 1941-8655), Copyright © 2013 IGI Global.
All rights, including translation into other languages reserved by the publisher. No part of this journal may be reproduced or used in any form or
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indicate a claim of ownership by IGI Global of the trademark or registered trademark. The views expressed in this journal are those of the authors
but not neccessarily of IGI Global.
Augmented Reality and Mobile

Learning:
The State of the Art
Elizabeth FitzGerald, Institute of Educational Technology, The Open University, Milton
Keynes, UK
Rebecca Ferguson, Institute of Educational Technology, The Open University, Milton Keynes,
UK
Anne Adams, Institute of Educational Technology, The Open University, Milton Keynes, UK
Mark Gaved, Institute of Educational Technology, The Open University, Milton Keynes, UK
Yishay Mor, Institute of Educational Technology, The Open University, Milton Keynes, UK
Rhodri Thomas, Learning and Teaching Systems, The Open University, Milton Keynes, UK
ABSTRACT
In this paper, the authors examine the state of the art in augmented reality (AR) for mobile learning.
Previous work in the field of mobile learning has included AR as a component of a wider toolkit but
little has been done to discuss the phenomenon in detail or to examine in a balanced fashion its
potential for learning, identifying both positive and negative aspects. The authors seek to provide a
working definition of AR and to examine how it can be embedded within situated learning in outdoor
settings. The authors classify it according to key aspects (device/technology, mode of
interaction/learning design, type of media, personal or shared experiences, whether the experience is
portable or static, and the learning activities/outcomes). The authors discuss the technical and
pedagogical challenges presented by AR, before looking at ways in which it can be used for learning.
Finally, the paper looks ahead to AR technologies that may be employed in the future.
Keywords: Augmented Reality (AR), Education, Mobile Learning, State of the Art, Situated Learning,
Taxonomy, Technology Enhanced Reality
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prohibited.
International Journal of Mobile and Blended Learning, 5(4), 43-58, October-December 2013 44
INTRODUCTION aspects of mobile AR for learning in

outdoor situations.
Augmented reality (AR) is a growing
phenomenon on mobile devices, associated
with the increase in mobile computing in DEFINING TECHNOLOGY
recent years and the international ubiquity of ENHANCED REALITIES:
Internet access.
VIRTUAL, MIXED AND
DOI: 10.4018/ijmbl.2013100103
AUGMENTED
The NMC Horizon Report for 2011 Milgram et al. (1994) provide a helpful
identified augmented reality as the topic representation of how reality and
rated most highly by its Advisory Board, virtuality are connected (see Figure 1).
with time to widespread adoption set at 2- This shows a continuum encompassing all
3 years (Johnson et al., 2011). What was real and virtual objects and environments.
once seen as a mere gimmick with few Mixed reality is an area in the middle,
applications outside training, marketing/ where the two extremes meet, and is
PR, sport and entertainment, is now considered a blend of the virtual and the
becoming mainstream, with increasing real.
opportunities for it to be used for Azuma (1997) defined AR as “3-D virtual
educational purposes. objects […] integrated into a 3-D real
This paper examines the state of the environment in real time”, reflecting early
art in the application of augmented reality research into the use of AR as a primarily
for education, with a particular focus on graphical display. We consider this definition
the mobile learning that occurs in specific too narrow and prefer a working definition of
locations and outdoor settings. One of the AR that includes the fusion of any digital
most compelling affordances of AR is its information with physical world settings, i.e.
resonance with immediate surroundings being able to augment one’s immediate
and the ways in which information can be surroundings with electronic data or
overlaid on these surroundings, enabling information, in a variety of formats including
us to learn about and annotate our visual/graphic media, text, audio, video and
environment. haptic overlays. Indeed, in a later paper,
We begin with a definition of Azuma et al. (2001) updated his definition,
augmented reality, before exploring the reducing the emphasis on graphical objects
pedagogic theories that underpin its use. and identifying the three essential properties of
We offer a framework in the form of a AR as: the combination of virtual and real
suggested taxonomy that can be used to objects in a real environment; a system that
classify AR in mobile learning, before aligns/registers virtual and real objects with
examining criticisms and limitations. each other; and that runs interactively in real
Finally, we suggest how AR can be time. Their paper also defines ‘mediated
embedded within mobile learning. We reality’ or ‘diminished reality’, where some
make two important contributions to the real objects are electronically stripped out, so
field: a discussion of underlying users are better able to focus on other aspects
pedagogies associated with the use of AR; of their environment.
and a taxonomy that classifies different A critical aspect of AR is the dialogue
between the media and the context in which it
is used, i.e. how the media responds to and
Figure 1. Representation of the reality-virtuality (RV) continuum, re-drawn from Milgram et
al., 1994
Copyright © 2013, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.
changes that context. It is not enough to state Artefact-based AR uses physical markers or
that AR consists of availability or presence of objects that are scanned by a camera and then
digital media within a particular location, as carry out an action, for example displaying an
this could encompass passers-by playing animation or video. Markers have typically
music on their mp3 players as they travel been QR (quick response) codes or bar codes;
through that environment. Rather, we need to however recent technological advances have
take into account the explicit intention of the enabled the use of any kind of image defined
digital media deployment, to supplement or within the AR technology (e.g. the ‘Aurasma’
augment our surroundings through additional mobile phone app [http://www.aurasma.com]
information being made available (e.g. used primarily for marketing). Geolocated AR
visually, auditory or through haptic interfaces) uses locational sensing, typically through
that has contextual relevance to that specific Global Positioning Systems (GPS), and
place. overlays digital information on points of
Whilst it is clear that virtual, as well as interest (POIs) including physical places and
physical, environments can be augmented, this map references. Users who have the
falls under the category of ‘augmented appropriate equipment, typically a GPS-
virtuality’ as shown in Figure 1 and as such is enabled smartphone or tablet computer, can
outside the scope of this paper. Much view these POIs.
interesting work has been done in the area of As we focus upon mobile learning in
virtual worlds and education; however we are this paper, we refer primarily to
more concerned with how learning takes place geolocated AR examples, particularly to
in an augmented world. We focus on the use of those located outdoors. GPS requires line
augmented reality for mobile learning, in all of sight for satellite communication and so
senses of the word ‘mobile’, where the learner cannot be used indoors with any great
is not constrained to a desktop computer at a accuracy; current technical limitations in
fixed location and the learning itself may be accurate indoor tracking/positioning mean
dynamic and across contexts. Fixed or static that a learner’s location is usually best
AR provided via large screen displays in achieved through use of outdoor GPS
public spaces or desktop computers (e.g. work positioning (there are some promising
by Luckin & Stanton Fraser, 2011) can attempts in tracking a person’s indoor
generally only be used in one place. Mobile location, but currently no mature
AR adds new elements. Importantly, it fosters products). Visits to outdoor locations such
the mobility of users, increases the physical as historic buildings/sites and fieldwork
places where learning can occur, serves as activities provide excellent opportunities
bridge between these places, and enables for mobile learning to take place, enabling
connections between formal and informal both formal and informal learning
learning. It also serves as a mechanism for experiences. The benefit of using
more personal or individual experiences with geolocated (“marker-less”) AR over
AR, as shown in Table 1, than are possible artefact-based (or “marker-based”) AR is
with a large static display. Spatial mobility is a that learning resources can be delivered
powerful component (Cowan & Butler, 2013), electronically with little or no specialist
which can be combined with temporal equipment or additional resources (such as
mobility allowing learners to take advantage QR codes stuck to signposts) needed,
of AR resources at times and places apart from a GPS- and- Internet-enabled
convenient and relevant to them. Mobile AR smartphone or tablet computer. In
enables us to integrate experience and addition, geolocated AR resources can be
meaning within specific contexts. updated much more quickly and easily
Munnerley et al. (2012) refer to two main than physical, tangible objects, since most
forms of AR: artefact-based and geolocated. are delivered through an online network.
prohibited.
Hence, they may have greater reach and visualisation, path planning, entertainment and
impact than artefact-based AR, in terms of military applications of AR. His review
the numbers and variety of people who suggested various learning opportunities
may choose to engage with these implicit in this research, including
technologies. For these reasons, we have opportunities for medical students to develop
chosen to focus upon geolocated mobile their understanding based on an X-ray view of
AR in this paper. the body, and for trainee architects to see the
In the past, technological limitations underlying infrastructure of buildings. He
often confined AR devices and their users identified factors that would be key to the
to a fixed location. Nevertheless, mobility or portability of this technology; as
developers have always aimed to make well as the need for trackers or sensors that
AR portable. When Sutherland began could support the accurate alignment of
work on a 3D headset display in the physical
1960s, he noted that his intention was “to and virtual realities at a distance by providing
present the greater input variety and bandwidth, higher
Table 1. A suggested taxonomy of AR used in mobile learning projects, showing how it can be
employed to categorise different aspects of the research
Mode of
Interaction Method of Personal Fixed/Static
Project (in Device or Learning Activities or
/ Learning Sensory / Shared or Portable
Date Order) Technology Outcomes
Design Feedback Experience Experience
Exploration Interpreting geological features

Zapp Illustration Visual Both personal of a rural landscape through
(Meek, et al., Smartphone Understanding overlay: and shared Portable situated inquiry and
2013) Reflection label/text (small groups) collaboration.
Collaborative inquiry-based
Exploration learning to enable sharing of
Out There, In Laptops, tablet Illustration Mixed: data, development of
Shared (small hypotheses, access to
Here (Adams devices, Understanding visual, Portable
groups) information/resources etc.
et al., 2011) smartphones Reflection auditory, text
Collaboration between in-field students and
those in a lab.
PDAs Mixed: Archaeological and architectural

(Personal Illustration visual (3D surveying of abbey ruins;
Both personal
CONTSENS Digital Understanding wireframe providing different visual
and shared Portable
(Cook, 2010) Assistants), Reflection model), perspectives on the mobile
between 2 users
mobile phones Collaboration video devices.
Comparing different
Augmenting PDAs, mobile technologies/techniques to
Exploration Both personal provide information about the
the Visitor phones, tablet Mixed:
Understanding and shared Both static landscape to the casual visitor;
Experience devices, headup visual, audio,
Reflection between 2-3 and portable student-generated criteria
(Priestnall et display text, video
Collaboration users focused on usability and
al., 2010) (HUD)
sustainability.
Informal learning about the

History Exploration Castello region of Venice, via a
Smartphones,
Unwired Understanding walking tour using local citizens
PDAs Mixed: Both personal
(Epstein & Reflection Portable to depict local experiences of art
(Pocket PC) + audio, video and shared
Vergani, Performance (by and craft, history and folklore,
headphones
2006) the authors) public and private spaces.
Students acted as co-designers

Mudlarking in Exploration to create local tour guides on
Deptford PDAs + Understanding Mixed: text, Shared (small mobile devices, using
Portable
(Futurelab, headphones Reflection audio, visual groups + pairs) multimedia relating to the local
2006) Collaboration area and their observations.
user with a perspective image which changes accuracy and longer range.
as he moves” (Sutherland, 1968). Azuma The developments Azuma reported in
(1997) looked back on a decade of literature 1997 focused mainly on adding visual
dealing with the medical, manufacturing, information. By the beginning of the 21st
century, researchers were working on in GPS and networks have enabled location
augmented reality for hearing, touch and smell accuracy to within 5-10 metres for single-point
(Azuma, et al., 2001). Milgram and Kishino receivers (Ordnance Survey, 2012); carrier
(1994) wrote of the possibilities for auditory positioning accuracy (or ‘survey grade GPS’)
augmented reality, mixing computergenerated improves this to less than 1cm. Larger, thinner
signals with those from the immediate and lighter touch-sensitive screens and
environment; haptic augmented reality, advances in cameras and sensors increase the
incorporating artificially generated sensations potential for creating and viewing information
of touch and pressure; and vestibular anytime and anywhere. Combining these
augmented reality, synthesising information technologies has led to the emergence of
about the forces of acceleration acting on its mobile applications that utilise location
user. Possibilities for mobile applications were sensing to provide users with relevant geo-
also increasing, as researchers worked to make referenced information. Smartphone apps,
use of situational awareness and geolocated including Wikitude and Layar, orient users to
information retrieval. For example, Columbia information about their surrounding area (e.g.
University’s Mobile Augmented Reality approximate distance and direction to a point
System (MARS) combined a mobile computer of interest). What these systems need now are
and headset with a compass, inclinometer and appropriate representations and guidance to
GPS, allowing users to see representations of provide or enhance situated meaning-making.
historic buildings in their original locations
(Höllerer et al., 1999).
Other developments included a point- THE ROLES OF PLACE AND
toselect method for GPS and sensor-equipped SPACE IN LEARNING WITH
mobile devices developed by Robinson et al. AUGMENTED REALITY
(2008). This allowed users to highlight
locations of interest during a journey and then When considering augmented reality, we
to view a report about these locations. Kanjo need to take into account the environment
et al. (2008) developed ‘MobGeoSen’ software that is being augmented, in order to
components, using sensors in mobile devices understand what spatial components can
to monitor the local environment or record an be augmented and why we might want to
individual’s activities. Benford et al. (2004) do this. Dourish (2006) presents our
evaluated systems for location-based multi- environment as a duality analogous to the
player games, seeking to understand how in “house/home” comparison. He
situ users share location information at a distinguishes between “space” (the
distance by comparing selfreporting and GPS physicality of our surroundings and their
readings. Finally, Coulton et al.’s (2010) structures, which may enable or constrain
recent work combines geocaching (an activity our movements or interactions) and
resembling a GPS-guided treasure hunt) with “place” (the social, cultural and historical
augmented reality. contexts we associate with such settings,
Mobile learning researchers have long acquired through our interactions with
understood the importance of locational them), (Dourish, 2006). We can also
context and of objects found in that context, to consider the “affordances” of such spaces,
the process of meaning-making (Clough, a term employed to describe perceived
2010; Leinhardt et al., 2002). In recent years properties which facilitate particular
the capabilities of location-aware technologies actions, e.g. a chair affords sitting; a pen
have dramatically increased. Combining GPS affords writing. Bligh and Crook provide
and digital compass technologies allows an excellent overview of how spatiality
people holding a device to compute their impacts upon technology-enhanced
orientation and position. Recent advancements learning, discussing at length the notion of
prohibited.
“learning spaces” in terms of the design • Stimulating: Spaces can be used to

and evaluation of learning activities (Bligh stimulate learners’ thinking and to
& Crook, 2014). They talk about the need encourage physical exploration
to consider carefully the spatiality of (discussed more in the next section,
learning and environments in which in relation to embodiment) and
learning takes place, together with the reflection. Studies including the
interfaces that learners use to interact with ‘Speckled Computing’ project (Leach
this space and access learning resources. & Benyon, 2009) and ‘Urban
Together with FitzGerald (2012b), they Mediator’ (see
note that the ways in which we theorise http://tinyurl.com/TPM-Notts) have
about the learning/space relationship are used resources placed in the
unclear and fragmented, drawing upon environment to encourage
theories from educational, human- exploration, discovery, engagement,
computer interaction (HCI) and and reflection. AR digital information
architectural/design disciplines. In overlaid on physical reality has the
addition, despite the prevalence of spatial potential to do the same, but we must
metaphors in learning-related vocabulary, avoid cognitive overload by ensuring
learning theories commonly neglect that the environment is not overly
spatial context (Bligh & Crook, 2014; stimulating for learners;
Boys, 2011). • Associative: Harrison and Tatar
Bligh and Crook (2014) identify (2008) observed that experience of
several affordances of spaces for learning: place is dependent upon ‘semantic
tangles’ of people, events and
• Impeding: Students may be inhibited loci/space and on physically
by the space around them – which embodied constructs of learning,
maybe could more accurately be including the development of
described as a “disaffordance”. abstractions, metaphors
Obstacles must be taken into account, and analogies. This is important when
or overcome, for satisfactory learning considering the kinds of space/place in
to take place. AR such as the Zapp which mobile learning might occur and
application (Meek et al., 2013; the aspects of that space that could/should
Sharples et al., 2012) (see also Table be augmented. In order to provide an in-
1) can help address this by providing depth experience, we may need to
opportunities for learners to “see” augment the learners as well as their
beyond their usual field of view; environments;
• Containing: The layout of a space • Constitutive: We form part of the
may restrict/challenge, or physical environment in which we
support/enhance, learning are located. Theories of embodiment
interactions. AR for learning can take and distributed cognition (discussed
this into account by considering how in the next section) help us to make
the space around learners may sense of the ways in which we
influence the ways in which they constitute and are constituted by the
interact with AR – for example, environment and of our ability to use
seating could be used to encourage external tools to help us perform
engagement with group tasks, or a cognitive tasks. This is akin to the
specific object could be used as an vision presented by Douglas
electronic marker for an action or Engelbart of the augmentation of
learning task; human intellect (Engelbart, 1988).
AR provides a way of extending our
cognition and blurring the boundaries More radical thinking into how we extend
between internal and external, as cognition beyond the internal has been carried
incorporeal digital information and out by researchers looking at ‘externalism’,
mental models are interwoven with which considers the mind to be a product of
real-world physicality; external events, and ‘enactivism’, where
• Socially constitutive: Social space is actions taking place in the external world
both produced by and can afford influence internal cognition (FitzGerald,
social interaction by groups and 2012b). However, these are ambiguous and
communities. Learning spaces can be controversial viewpoints, providing only
socially constructed and maintained; vague definitions of what is meant by
shaped by the interactions that people ‘external’, and are thus of limited use when we
experience within them. A social want to establish a common ground – and
space/place may be intentionally semantics – upon which to bring together
designed as such or may emerge different interdisciplinary perspectives.
organically. AR can be used to foster Nevertheless, it is also crucial to consider
social interaction and collaboration how AR used in particular environments
between learners, both within the translates to specific learning activities and
physical space (enhancing the social tasks. Specht et al. (2011) give examples of
affordance) and beyond it (expanding how the affordances mentioned above, and
it), as shown by Morrison et al. learner interactions, translate into educational
(2009) and Dunleavy et al. (2009). patterns. These patterns are constructed from
the specific contexts of a learner (identity,
Additional work on the influence that location, environment, relationship and time,
space has upon learning includes the borrowed from Zimmermann et al., 2007) and
‘augmented contexts for development’ (ACD) different educational objectives (illustration,
that Cook (2010) describes as an extension of exploration, understanding, reflection,
Vygotsky’s Zone of Proximal Development. collaboration and performance). For example,
Augmented contexts for development consider ‘augmented books’ encompass both
a learner’s environment as a frame for learning understanding and reflection, whilst also
interactions and thus part of the wider learning referencing the context of identity (both that of
design. Luckin’s research into ecologies of the learner, and the objects that they are
resources (Luckin, 2008; Luckin, 2010) interacting with). We have referenced these
considers environment as a material resource educational patterns in our taxonomy (see
that can be utilised as part of a collaborative Table 1), to describe the learning activities
learning experience. Vavoula and Sharples taking place in each case study.
discuss ‘micro sites for learning’ where
learners create personal learning experiences
from available physical and social resources; THE PEDAGOGY: THEORISING
these resources include the physical setting, ABOUT LEARNING IN
which may be conventional and static, or AUGMENTED REALITIES
unpredictable and changing, depending on the
formality of the learning experience (Vavoula In order to gain insights into the learning
& Sharples, 2009). Formally managed affordances of mobile AR, we need to
learning is likely to have a fixed, stable compare it with mobile learning and
physical environment such as a classroom, pedagogical theories relating to non-
while personal mobile learning is likely to be augmented, ‘normal’, reality. But what is
dynamic and include different places and ‘normal reality’ mobile learning before we
spaces. augment it and what does augmenting that
reality provide? A focus on learning
prohibited.
through interaction with ‘reality’ directs us geographical site as it would have looked
to situated theories of learning and a during an Ice Age; or collecting audio-
careful attention to context. Developers, visual notes of observations. Such
educators and e-learning designers often experiences transform reality into a
lack clarity regarding the impact that a multimodal social text, as described by
student’s situation has on their Bezemer and Kress (2008).
interpretation of e-learning. Embodied cognition can also provide
Vygotsky argued that human a complementary framework, because AR
consciousness is associated with the use of affects the ways in which we interact with
tools and artefacts, which mediate contact the physical world. The bodily
with the world. These tools produce experiences – including cultural,
quantitative improvements in terms of the contextual and social factors – which we
speed and efficiency of human engage with when we use AR help us to
development; they also produce construct meanings from our reality.
qualitative transformation because Cognition itself is embodied (Núñez et
mediated contact with the world provides al., 1999; Radford, 2005), providing a
humans with the means to control and foundation for social situatedness.
organise their behaviour rather than be Munnerley, et al. (2012) refer to both
buffeted by external stimuli (Vygotsky, cognitive dissonance and variation theory
1978). when theorising how we learn with
Bowker and Star (2000) took the augmented reality. Cognitive dissonance
concept of ‘situated’ learning further by is described as “the idea that people have
suggesting we must also consider issues of a strong motivational drive to reduce the
space and time in any learning process. dissonance resulting from simultaneously
Latour (1999) had emphasised our need to holding conflicting cognitions by altering
create order in these processes. Our those existing cognitions or adding new
‘reality’ is continually mediated and ones to create consistency” (Munnerley,
reinterpreted by our practices and et al., 2012, p.43). The goal of the learner
meaningmaking exercises. At a first is to align multiple perspectives to form a
glance, the shift from low-tech to mobile- coherent understanding. It is easy to see
tech and to AR may seem merely how this applies to augmented reality,
quantitative: augmenting/adding to reality particularly to the provision of
has always been a part of outdoor information to learners in a range of
education, whether it is through multimodal formats. Differing
informative signposts at a site, costumed perspectives can also be provided by
re-enactments of historical events, or informational overlays, such as those in
straightforward on-site tuition by a teacher the ‘To the Castle!’ project (FitzGerald et
or parent. We change our perspectives, al., 2013), which provided geolocated
understanding and meaning-making of audio recordings of sometimes conflicting
reality by augmenting it with additional historical accounts of Nottingham’s 1831
information. Technology merely offers Reform Riot. Variation theory proposes
systems and resources that can enhance that the process of experiencing
our situated learning by augmenting our something different and being mindful of
realities more effectively. Yet we need to this difference – i.e. an awareness of a
consider how new technologies might variation – facilitates learning (Pang &
offer the potential for qualitative changes Marton, 2005; Runesson, 2006).
in our relationship with reality: imagine a Augmented reality certainly helps us
learner leaving a ‘video note’ for peers at perceive our surroundings in a diversity
an historical point of interest; viewing a of ways. Learners may need to be
supported to recognise these differences including illustrations, collaboration and

and to integrate these cognitive performance. The exploratory modes is also
dissonances effectively. Variation theory typified in AR games such as Environmental
is further explored by Åkerlind, whose Detectives (Klopfer & Squire, 2008) and
work on phenomenography presents the Locatory (Specht, et al., 2011). In this table we
world constituted as a relation between have focused on non-gaming examples
the two perspectives ‘outside/external’ because we consider this to be a separate
and ‘inside/internal’ (Åkerlind, 2005). An research area in its own right, however a good
alternative interpretation is that, because reference to the educational potential for AR
reality is subjective and perception is games can be found in Schmitz et al. (2012).
linked to cognition, our understanding of The media used have primarily been
objects and places changes once we have visual (still images), video, audio and text,
interacted with them (Jones, 2011). although the ‘Augmenting the Visitor
Experience’ project also used printed acetates
showing an annotated outline of the landscape
CLASSIFYING AUGMENTED at fixed viewpoints. Whilst this is not strictly
REALITY: A SUGGESTED AR, it nevertheless presents an interesting
TAXONOMY vision for the future, as the transparency of the
acetate allows information to be overlaid while
This section of the paper aims to produce an the user can perceive the landscape behind the
initial taxonomy of projects that have used AR augmentation. Google exploits a similar
in mobile learning scenarios; a wider approach with its ‘Google Glass’ product,
taxonomy could include purpose/usage as a discussed later in this paper.
category, with education as one example The nature of the technology used for
among many. For the purposes of this paper engaging with AR has changed over time;
we focus on education, specifically mobile early projects tended to use PDAs and mobile
learning, examining the different dimensions phones; more recent projects utilise
inherent in AR before exploring some of these smartphones and tablet devices. This is
in more detail. Table 1 shows the dimensions exciting because smartphones contain an
of AR utilised by six mobile learning projects increasingly sophisticated array of sensors,
that included augmented reality as a key enabling AR to become more personally
component. meaningful and situated. Experiences that
Table 1 shows that AR has mainly been formerly required the loan of specialist
used as a portable experience that lends itself equipment are now likely to be accessible by
to both personal and shared interactions. There students or the general public, thus providing a
were no incidences of larger, static displays or more sustainable technology for everyday
of displays targeted at larger group learning.
experiences, attributes which are exemplified
in AR experiences such as video mapping (for
example, work by the Macula project, CRITICISMS AND LIMITATIONS
including ‘old town’ [http:// OF AUGMENTED REALITY
vimeo.com/15749093], which celebrated the
600-year anniversary of Prague’s astronomical Although AR has evolved considerably, there
tower clock). This suggests that use of AR in remain challenges associated with its use in
mobile learning is currently geared towards educational situations. These can be broadly
individual and small-group experiences. divided into technical, pedagogical and social
Common modes of interaction or learning challenges.
activities include exploration, understanding
and reflection, with some case studies also
prohibited.
Technical Challenges Pedagogical Challenges

Top-of-the-range geolocation systems are In common with other technological additions
very precise and very expensive: cheaper to learning and teaching, AR presents
tools are only accurate to several metres. pedagogical issues. There is a concern that
Their accuracy can be further degraded by planning may be influenced by the strengths
local environmental conditions, including and weaknesses of the tool rather than driven
‘urban canyons’ where tall buildings by pedagogy. The novelty of the technology
shadow and reflect signals. In practice, may detract from the learning experience, with
this means they are likely to be accurate students (or teachers/ learning designers)
within ten metres: acceptable when focused on shiny devices rather than learning
standing on top of a mountain and objectives. If the technology is more engaging
surveying a large area, but problematic than the surrounding environment, students
when distinguishing one side of a street may fail to learn from their experience of the
from another (Gaved et al., 2010). Lack of location. It is always important to consider
accuracy may produce registration errors, whether technology might remove learners
leading an AR device or app to present from the immediate experience of the location
learners with information about a nearby rather than augmenting it.
location rather than with information Technology may guide how and
about their actual location. where learning occurs and may require
AR typically requires some form of extra resources in terms of technical
Internet access. Devices using phone support. It is important the learning is not
networks are susceptible to varying constrained by a device’s limitations. For
quality of signal: while basic phone and example, students should be able to stand
2G networks may be reliable in urban in the best place to understand the
areas of developed countries, other context, rather than a shady area where
locations experience less reliable signal they can see the screen; they should be
quality. Additionally, 3G/4G and other able to devote their time to learning rather
higher data rate services cannot be than to changing batteries.
assured. Alternative strategies, such as From a teaching perspective, it is
setting up a local network, may be critical to consider learning objectives
necessary if tools require reliable network and goals before considering how best to
access (Davies et al., 2010). In either case, achieve these. AR may not be the most
there is likely a cost issue – possibly to the effective tool; other, cheaper, more robust
learner if using 3G/4G, or to the techniques may be more appropriate to
experience provider if using a local the learning activity. Providing learners
network. with an immediate overlay of information
In common with other mobile has the potential to reduce observation
technological tools, students and tutors skills by offering excessive scaffolding
have to ensure connection is paid for, and reinforcement. It may be preferable to
batteries have sufficient charge to offer a staged approach with AR offered
complete the activity, and the network is as an add-on once students have acquired
accessible. Other concerns include a certain level of proficiency in
ensuring the screen can be read in bright interpreting their environment.
sunlight and that the device can function From a cognitive perspective,
in the rain or after being dropped. overlaying digital information on the
physical environment may enrich a
learner’s surroundings too much;
provoking cognitive overload by
delivering more information than can innovative technologies such as AR and

reasonably be processed. Another danger changing or maintaining practices for
is that the proffered information may not communities of users have been raised by
be contextually relevant and so learners (Adams et al., 2013), who use the phrase
may waste time and effort in identifying ‘catwalk technology’ as a metaphor for high-
relevant resources. This is particularly tech innovation akin to high fashion, and its
important when user-generated content is relationship to ready-to-wear clothing and
used to provide augmented reality. In an technologies.
attempt to encourage the creation of high- There is also the common fear that the use
quality, relevant content, FitzGerald of technology will inhibit “healthy” social
(2012a) discusses the problem of curation interactions – we see this as predominantly
of content and provides an authoring unwarranted moral panic that is likely neither
framework to support consideration of the justified nor based on a strong base of
aspects of user-generated content that are evidence.
most pertinent to location-based learning. Indeed, in four of the six projects listed in
Table 1, collaboration was a key component of
Social Challenges the learning design.
In addition to technical and pedagogical
challenges, we must also consider social EMBEDDING AUGMENTED
elements of geolocated augmented reality. One
REALITY IN MOBILE LEARNING:
of the most sensitive issues relates to
knowledge of a user’s location. This is a basic PRESENT AND FUTURE
requirement of geolocated AR, but may be off- It is clear that integrating AR with mobile
putting for users who are not aware exactly learning involves both opportunities and
what data is being collected or who are wary challenges; however, we remain convinced
of being tracked or targeted by companies that there are compelling reasons for doing so.
which provide personalised marketing Using AR for educational purposes can appeal
(Hamilton, 2012). This can be a particular to students at a personal level, promoting both
problem when using location-aware apps such engagement and motivation (Klopfer &
as FourSquare or social networking tools, such Squire, 2008; Luckin & Stanton Fraser, 2011).
as Twitter or Facebook, which are capable of A recent study of the use of AR in a static
broadcasting users’ location to others. ‘Please environment showed that it supported
Rob Me’ (http://pleaserobme.com) raises particular learning activities, such as problem
awareness of the dangers associated with solving, in a highly interactive and memorable
sharing location inappropriately. fashion (Luckin & Stanton Fraser, 2011). The
Despite these concerns, most commonly study identified other positive aspects of AR,
used geolocated AR apps do not currently including ease of use by young children, fun
require users to create accounts and do not factor, flexibility across age groups and
usually publicly broadcast or map the subject domains, ease of use in reference to
locations of their users. Therefore, these installation/mobility of hardware, and the
concerns should not deter learners from immersive and engaging nature of 3D AR
engaging with AR. visualisations.
Hamilton (2012) suggests that AR may Further evaluations of AR have shown
widen the digital divide between learners. AR that AR has had a positive effect upon learning
is most commonly used on smartphones and or processes directly related to learning. For
other mobile devices that are reasonably up to instance, the work done by Luckin &
date and therefore prohibitively expensive for StantonFraser found improvements in
some learners. The tensions between memorability and engagement, both key to
prohibited.
effective learning (Luckin & Stanton Fraser, acted as contextual sensors, enabling
2011), whilst Di Serio et al. found statistically visualisations to be portrayed to the
significant improvements in motivation for learners in a situated manner.
middle-school students (Di Serio et al., 2012). AR can be used to support learning
Cowan and Butler (2013) also showed through haptic interfaces, offering new
statistically significant improvements, possibilities for visually impaired users.
investigating student performance in The ‘Haptic Lotus’ is a handheld plastic
geography pupils after they had engaged with flower containing sensors that respond to
AR for a year, although they admit that due to its position in a gallery by moving its
the small sample size (n=16), these results petals. This haptic feedback was used to
must be treated cautiously and may not be encourage exploration of the environment
replicable. Improved spatial skills have been and to provide reassurance for users (van
reported by Martin-Gutierrez et al. (2010) and der Linden et al., 2012). Mehigan (2009)
Schmalstieg & Wagner (2007). Some learners discusses the use of sensors in
have also described AR learning content as smartphones – particularly accelerometers
having added value (as reported in Specht, et – to develop opportunities for mobile
al., 2011), although this could be due to the learning for vision-impaired students and
novelty effect. to reduce the digital divide between
Several projects have focused on the sighted and blind students. Audio may
use of AR to encourage problem solving also be a valuable AR tool here: for
and independent research. Squire (2010, example, a sound-rendering system can
pp. 2565-2566) notes that: transform visual data about objects and
places into audible information,
From a classroom management perspective, overcoming a major difficulty experienced
the narrative elements of the unit enabled by visually impaired learners. Integrating
teachers to create a dramatically different visual labels and audio tracks within
classroom culture, one that was built around environments offers many teaching
students performing as scientists. … Most opportunities and may be particularly
helpful for those who are unable to
noteworthy to teachers was how the
visualise abstract or hidden parts of
technology-enhanced curriculum enacted
systems (Lin et al., 2012). Sprake also
students’ identities as problem solvers and
views haptic referencing as a means of
knowledge builders rather than as compliant connecting more fully with our local
consumers of information…. surroundings (Sprake, 2012).
Augmented reality has progressed
As mentioned earlier, Cook (2010) from a specialist, relatively expensive
also examined the use of AR to support technology to one that is commonly used,
collaborative problem solving. He due to technological advances in mobile
suggests that mobile devices and their computing and sensor integration and to
surrounding physical environment enable smartphone apps such as Layar and
learners to generate their own contexts for Wikitude. Large corporations are
development, which can be interpreted or currently working on AR technology,
assisted through AR. Analysis of a video including Google Goggles (landmarks in
blog recorded by students on a field trip photos are identified and overlaid with
showed that students used physical and relevant information) and Google Project
digital representations to interact Glass, a ‘heads-up display’ that overlays
synchronously and inform one other, contextual information on glasses – see
leading to the development of co- http://www.google.com/glass (Eddy,
constructed knowledge. Mobile devices 2012). EyeTap is another device worn in
front of the eye; it records what its wearer application of AR for mobile learning
is seeing and superimposes computer- experiences, as well as suggesting how AR can
generated imagery (see http://eyetap.org). be used to enhance learning.
One use of AR builds on the campus The use of AR in education, and
map to provide navigation for newcomers particularly in mobile learning, is still in its
(the ‘augmented campus’, see e.g. Genco infancy and it remains to be seen how useful it
et al., 2005), and links with friendship will be in creating effective learning
circles in order to arrange meet-up times experiences. The overview of learning
and locations. This extends prior activities in Table 1 shows that AR can be used
experiences of the use of mobile devices successfully for situated and constructivist
for use of ‘dead time’ (Pettit & Kukulska- learning, particular when collaboration and
Hulme, 2007). While this has previously student inquiry are key. AR has also been
been managed through plan views and shown to support informal learning
mapping tied with social networks, experiences, as seen in the ‘History Unwired’
overlays are increasingly used to convey case study.
this information, as can be seen by the We intend to revisit this work in the next
recent advent of Blackboard Mobile few years to report on new innovations and
Central AR features (Blackboard, 2012). how learners and educators have made use of
Munnerley, et al. (2012) discuss them. What is already clear is that we have the
several ways in which AR can be used in opportunity to provide immersive, compelling
educational contexts. They suggest the and engaging learning experiences using
application of AR within formal augmented reality, which are situated in real-
education should be embedded within a world contexts and can provide a unique and
broader framework that takes into account personal way of making sense of the world
how learning occurs, employing it to around us.
support reflection, collaboration, We believe AR will prove to be a powerful
questioning and critical thinking. AR can tool, provided we can harness it appropriately,
add richness to learners’ surroundings by and we look forward to seeing how other
enabling access to physically inaccessible academics and practitioners advance this
places, providing different perspectives or research field.
views, adding sensor-based information
(e.g. infra-red; microscopic) that prompts
learners to question the constraints of ACKNOWLEDGMENT
their unaided view, offering multiple
The authors are grateful to friends and
perspectives and supporting the creation
colleagues who have commented on earlier
of shared narratives.
drafts of this paper and provided invaluable
feedback and advice.
SUMMARY
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IOP Conf. Series: Earth and Environmental Science 485 (2020) 012069 doi:10.1088/1755-1315/485/1/012069
Development of Augmented Reality in Biotechnology processes

as a Supporting Media for Science Learning Modules in
Elementary Schools
N Umamah1, K Mahmudi1*, Agustiningsih1, Suratno1

1
University of Jember, Jl. Kalimantan No.37, Krajan Timur, Sumbersari, Kec. Sumbersari,
–
Jember, Jawa Timur Indonesia, Postcode: 68121
*kendidmahmudi.fkip@unej.ac.id
Abstract. Learning media is an important aspect of the teaching and learning process. This can
be seen if, in enjoyable learning, it will generate student learning enthusiasm, and vice versa. If
students can grow their enthusiasm for learning, in order to be creative, innovative and active
students will increase. Biotechnology material is one of the high grade material in elementary
school. So that requires a special behavior in learning. Augmented reality is considered as an
appropriate supporting media in the learning module in elementary school. This is considering
that Augmented Reality is a program that is able to call a database in the form of 3D animation
that facilitates and helps students in the learning process. The content contained in Augmented
Reality is an abstract and real modification in a biotechnology process. The outcome of the
development of supporting media is an application that is able to call for data code optimization
into instructions in biotechnology material.
1. Introduction
The role of instructional media in a teaching and learning activity is one of the vital things. Learning
media has a great contribution in achieving a learning goal. Not infrequently the learning objectives
are not achieved due to the learning media used are not interesting. Not to mention added to the
learning content that is difficult for students to imagine.
One of the difficult learning content in elementary schools is biotechnology. In this content a lot
of students who have difficulty in understanding the content. Given the biotechnology content is an
important content in the delivery of technological engineering developments in plants and plants that
are often the goal of achieving the needs of humans. The process of biotechnology is felt to be very
necessary in the development of the times at this time. A long process can be accelerated or shortened
the time needed through the biotechnology process.
In learning in elementary schools, this biotechnology material provides information about a
technological development that is able to shorten a process. Where this material is also able to provide
insight that there is a method that can be done in such a way. However, this learning cannot be carried
out properly if it is delivered without using appropriate supporting media. The role of supporting
media in a learning like this is needed to help the achievement of learning objectives. Given the
learning of biotechnology is difficult to imagine by students. Learning media are needed how to
provide real biotechnology information so that it is easily understood by students.
Augmented reality is an application based on Android programming that provides information in
3 dimensions. Augmented reality is already used and applied in game media in an Android system-
based programming application. This media system that is giving the object an image so that it looks
into 3
dimensions through the user's gadget or smartphone. The development of this technology, is felt
to be
1
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helping in the development of a learning support media on biotechnology materials that are felt to be
unable to be delivered optimally in class learning.
Based on the description above, it can be drawn a main idea that is needed a development of
supporting media that can make learning biotechnology in learning in primary schools can be
implemented optimally. Thus the emergence of the research idea "Development of Augmented Reality
in the Biotechnology Process as a Supporting Media for Science Learning Modules in Elementary
Schools".
2. Methods
This research is a preliminary study of all research sequences contained in our research
roadmap. This research is based on literature study research. This study aims to compare previous
studies so as to be able to strengthen and support the existence of further research programs
from the research "Development of Augmented Reality in the Biotechnology Process as a Supporting
Media for Science Learning Modules in Elementary Schools".
The stages of this research are supporting steps to continue further research in order to get good
and valid consideration. When this is achieved, it will be continued with the development of learning
modules based on augmented reality that are in accordance with the standards of achievement in
education in primary schools.
3. Discussion
3.1. Augmented reality as a learning medium
In the 20th century, technology created several interactions between computers and their users. Some
of these interactions create major interrelated roles. Computer creates convenience for its users. An
important role of a computer is to make its users work effectively and efficiently. The development of
this computer also gives rise to the visualization of objects. This visualization can be a visualization
of dead and living objects.
Augmented reality is a 3 dimensional visualization program of objects. This augmented reality has
grown over the last 5 years in Indonesia. But in its development, it is still rare in the world of
education to use it as a learning medium. Augmented reality is one part of virtual reality [1]. This
augmented reality develops a live user interaction. This augmented reality features an app that runs in
real time. Users feel like the app is carrying itself. Some augmented reality applications create real-
time, 3- dimensional objects that are real-time.
Augmened reality aims to make it easier for users to visualize objects in real time. In addition,
augmented reality produces a combination of technology and real world [2]. Creating augmented
reality applications can be done in a number of ways. The tools for creating Augmented Reality
through AR- based marker methods include Tracking marker, Vuforia SDK, 3D unity, Sketch Up, and
android.
The creation of augmented reality applications was originally based on the needs of a game. But
some researchers are innovating in the use of augmented reality. Augmented reality can be used to
support learning. Augmented reality applications can increase the attractiveness of the learning
process [3]. Augented reality is capable of giving its own impression of the material presented. This
augmented reality also provides some help. Such aids are able to link information that existed in
ancient times, such as dinosaurs [4]. These dinosaurs have been extinct for thousands and even
millions of years. Using augmented reality is able to capture visualizations of objects that are not or
are not even seen to be visualized according to the researchers' perception of the animal.
The use of augmented reality can be seen from some previous research. Tonny Hidayat is
innovating the application of augmented reality to children's dental health education toys. In the study,
tonny stated that augmented reality can provide learners convenience. These facilities are easy to
accept, easy to convey and easy to attract learners to learn [5]. Other researchers also point out that a
learning activity when supported by multimedia creates an optimal learning goal. This is also
conveyed by Wellia, she points out that the Augmented Reality app can be combined with a learning
model. These combinations are applied to the senses resulting in an easier level of understanding of
learners [6].
3.2. Learning Biotechnology in elementary schools

Biotechnology is a branch of science that studies the modification of a network of organisms to
meet human needs [7]. Biotechnology in broad definition is a science with a high degree of
disciplinary discipline. This can be proven by the combination of biology, microbiology, genetics,
chemistry, biochemistry and technology that combines tissue, cells, protoplasm and so on [8]. Based
2
on the description above, a definition can be drawn that biotechnology is a science that combines
technology with the composition / tissue of plants to meet the needs of humans.
In learning in elementary schools, biotechnology can be included in the material in grade 4. The
content of material in biotechnology in elementary schools is one of the efforts to preserve natural
resources together with the people in their environment. Basically, biotechnology applies technology
modification to support human welfare. Biotechnology material contained in elementary schools if
delivered with the delivery of theory will confuse students. Therefore many teachers / instructors who
deliver this material use learning media. The level of understanding for children in grade 4 primary
school still has limitations about information outside the material.
3.3. Development of Augmented reality as a supporting medium for learning biotechnology in elementary
schools
Biotechnology learning materials in elementary schools often use images, audio and video
learning media. This is seen to result in an increase in the level of student interest in teaching and
learning activities in the classroom. However, researchers still consider learning media innovations
that can be used in this learning process. This innovation hopes to be able to provide broad knowledge
about the use of technology to support human welfare itself.
We can present this biotechnology material in a virtual form that makes a combination of
technology and material. We can develop this combination using Augmented reality. This is supported
by previous researchers using a combination of material in the school domain. Lia Kamelia uses
augmented reality as a learning medium in basic chemistry courses. The results of this study provide a
good impact in the form of recall understanding, provide realistic interactions to understand a
theoretical concept, and be able to motivate users to be more active [9].
The learning process always gets the support of learning media that is trending with developing
technology. the use of media in line with technological developments is able to provide optimal
information to its users. This was also done by Rujianto in the development of learning media to
recognize human digestive organs using the technology of Augmented Reality [10]. Rujianto got
satisfying results in the learning process that was carried out. Learning is not monotonous and the
learning media provides motivation for students to understand the material.
Researchers in the world of Education pack a lot of everything that is difficult to be associated
with a technological development. This is very helpful in delivering difficult material. Many large
Education professionals develop large learning media whose ultimate goal is to help motivate and
enrich students' knowledge [11]. Education Professional packs a number of learning media products
attached to paper so as to create an interactive and fun learning environment.
Biotechnology learning is one of the learning content that is difficult for students to absorb. not
only at elementary school, but at the university level like that. Learning bio-technology requires an
innovation in terms of packaging the content and learning media. In this study, it was emphasized that
the biotechnology learning media for elementary schools is packed with augmented reality.
This learning media has a tendency that makes it easier for students to understand the content of
the material presented. The material used in the development of augmented reality learning media
there are 5 topics namely cassava, cacao, coffee, corn and rice. The content of the material is based on
the Jember University's strategic plan. In addition to being a strategic plan for the development of this
learning media, it can be made on the basis of these materials which can be found directly in Jember
University area.
In the stages of making this learning media requires some material, namely Unity 3D, Vuforia,
and other supporting elements. The steps taken in creating this content are through the following
stages:
3
Determine
Biotechnology
Make a Marker
Design a 3D model
Enter the license

code on the object
The product is
printed and ready to
Figure 1. Learning media creation chart
The implementation of making supporting media is also synchronized with the curriculum in
force in the elementary school, the k-13 curriculum. This curriculum consists of several themes that
are able to combine several subjects into one specific theme. The hope of this augmented reality
media-assisted learning is that it can support the learning process in elementary schools for the better.
In addition, this augmented reality learning media is also able to provide increased student interest in
learning and other supporting factors of the learning process.
4. Conclusions
Biotechnology is a science that combines technology and networks to meet human needs. The
development of learning media based on augmented reality is able to increase interest in participating
in learning. When interest is achieved the criteria for learning objectives are easy to achieve. This
learning media is packaged based on technology so that it is able to synchronize the domains it wants
to achieve in learning. The next goal in this research process is to develop content that is packaged in
biotechnology learning modules so that it becomes a learning medium that is compatible with learning
for elementary schools.
References*
[1] Selvia Lorena Br. Ginting, Endra Sudrayana Hidayat 2016 Penerapan Teknologi Augmented Reality
Sebagai Media Pengenalan Gedung Baru Unikom Berbasis Android: Majalah Ilmiah UNIKOM 14
[2] Kurniawan Teguh Martono 2011 Augmented Reality sebagai Metafora Baru dalam Teknologi
Interaksi Manusia dan Komputer: Jurnal Sistem Komputer 1 ISSN: 2087-4685
[3] Iwan Kustiawan 2009 Perancangan Media Pembelajaran Berbasis Augmented Reality: Seminar Nasional
’
Electrical, Informatics, and it s education 2009
[4] Meyti Eka Apriyani, Robie Gustianto 2015 Augmented Reality sebagai Alat Pengenalan Hewan
Purbakala dengan Animasi 3D menggunakan Metode Single Marker Jurnal Infotel 7 e-ISSN:
24600997
[5] Tonny Hidayat 2015 Penerapan Teknologi Augmented Reality Sebagai Model Media Edukasi Kesehatan
Gigi Bagi Anak: Citec Journal 2 ISSN: 2354-5771
[6] Wellia Shinta Sari, Ika Novita Dewi, Abas Setiawan 2012 Multimedia Presentasi Pembelajaran Berbasis
Augmented Reality untuk Pengenalan Pancaindra dalam Mendukung Mata Pelajaran IPA
Tingkat Sekolah Dasar: Seminar Nasional Teknologi Informasi & Komunikasi Terapan ISBN 97926-0255-
0, Semarang, 23 Juni 2012
[7] Ika Oktaviana, Sutiman B Sumitro, Umie Lestari 2015 Pengembangan Bahan Ajar Berbasis
4
Penelitian Karakterisasi Protein Membran Sperma pada Matakuliah Bioteknologi: Florea 2 33-42
[8] Malika Rohmani, Mohammad Amin1, Umie Lestari 2017 Analisis Kebutuhan Bahan Ajar Berbasis
Penelitian Materi Bioteknologi Bidang Kedokteran Untuk Mahasiswa S1 Pendidikan
Biologi Universitas Negeri Malang Berdasarkan Model Pengembanga ADDIE: Pros. Seminar Pend.
IPA Pascasarjana UM 2 (496-501) ISBN: 978-602-9286- 22-9
[9] Lia Kamelia 2015 Perkembangan Teknologi Augmented Reality sebagai Media Pembelajaran Interaktif
pada Mata Kuliah Kimia Dasar: Jurnal ISTEK 9 ISSN 1979-8911 (238-253)
[10] Rujianto Eko Saputro, Dhanar Intan Surya Saputra 2014 Pengembangan Media Pembelajaran Mengenal
Organ Pencernaan Manusia Menggunakan Teknologi Augmented Reality: Jurnal Buana Informatika 6 153-
162
[11] Walter J. Rezende, Eduardo S. Albuquerque and Ana Paula Ambrosio 2017 Use of Augmented Reality to
Support Education Creating a Mobile E-learning Tool and using it with an Inquiry-based Approach: In
Proceedings of the 9th International Conference on Computer Supported Education
(CSEDU 2017) 1 100-107 ISBN: 978-989-758-239-4
5
Jurnal Mantik, 5 (2) (2021) 1056-1064
Published b y:Institute of Computer Science (IOCS)
Jurnal Mantik
Journal homepage: www.iocscience.org/ejournal/index.php/mantik/index
The Implementation of Augmented Reality and First Person Method of

Promotional Media in Kemang Pratama Housing Bekasi
Muhammad Atthalariq1, Didik Setiyadi2*
1,2
Program Studi Teknik Informatika, Fakultas Informatika, Universitas Bina Insani, Jl. Siliwangi No. 6,
Sepanjang Jaya, Rawalumbu, Bekasi 17114
E-mail: ariqariq778@gmail.com, ddk.setiyadi20@gmail.com

*)
Author Correspondence Email : ddk.setiyadi20@gmail.com
ARTICLEINFO ABSTRACT
Article history: The promotional media used in the Kemang Pratama Bekasi housing complex
Received: 10/07/2021 uses brochures with 2D images, causing a lack of promotion of the housing. And
Revised: 20/07/2021 if you want to see the condition or appearance of the house, you have to come to
Accepted: 01/08/2021 the location of the house in the Kemang Pratama Bekasi housing complex as a
clear picture. But by using the implementation model of Augmented Reality and
First Person Mode as a media for promoting housing in Kemang Pratama, Bekasi,
it makes it easier for buyers to see the condition and appearance of the house in
terms of home specifications, because it can display a 3D-shaped house using a
smartphone camera as an initial image before seeing the house to the location. So
with this technology it becomes more effective and efficient in terms of time.
Keywords: 2D, 3D, Augmented Augmented Reality is used to view the exterior with a brochure (as a marker)
Reality, First Person Mode, which is scanned using a camera and First person mode to see the interior of the
ADDIE house.
Copyright © 2021 Jurnal Mantik.
All rights reserved.
1. Introduction
Many companies promote their products simply by providing 2D image brochures. In providing
solutions or innovations to Kemang Pratama Bekasi housing which is a residence with total comfort in a
beautiful, clean, and friendly environment. Located in the center of Bekasi city center with complete
facilities and infrastructure. Kemang Pratama has been inhabited by more than 25,000 residents, and has
proven itself as the best neighborhood in east Jakarta by winning the Environmental and Settlement Award
repeatedly, so that the marketing of the company's Kemang Pratama Bekasi products can promote its
products more attractively. The promotional media uses Augmented Reality and First Person Mode
applications with the help of unity3D software as a promotional tool that converts 2D images into 3D images
in real time, but this application uses brochures as a medium to identify markers that have been set to bring
up the products to be promoted. in 3D images with the addition of the First Person Mode feature.
Augmented Reality (AR) is a technology that combines 2 dimensions with 3 dimensions in realtime.
[1] [2] Augmented Reality is a technique that combines two-dimensional and three-dimensional virtual
objects into a three-dimensional real sphere and then projects these virtual objects in real time. In everyday
life, AR has been used as a means of doing business and promoting a product. [3] Marker Based Tracking
has long been developed since 1980 and in the early 1990s began to be developed for the use of Augmented
Reality. [4] Companies in the automotive and property sectors are competing to market their products.
Manufacturers do ways to get consumers interested in their products. Manufacturers market their products
with brochures because they are cheap, but brochures are only a two-dimensional image display, this makes
consumers who see brochures dissatisfied because of the limited brochure display. Marketing method for
product brochures with 3D images [5]. so that consumers are interested in seeing the product and in more
Accredited “Rank 4”(Sinta 4), DIKTI, No. 36/E/KPT/2019, December 13 th 2019.
Jurnal Mantik is licensed under a Creative Commons Attribution -NonCommercial 4.0 International License (CC BY -NC 4.0). 1056
Jurnal Mantik, Vol. 5, No. 2, Agustus 2021, pp. 1056-1064 E-ISSN 2685-4236
detail in seeing how it looks. To introduce product marketing methods using Android-based Augmented
Reality.[6] [7] To support product marketing, it can help producers to market their products by displaying
their products in the form of 3D images using Augmented Reality. [8] First Person Mode is a First Person
Shooter (FPS) feature that is used in one type of game and has a characteristic that is the use of a first-person
perspective with a smartphone screen display that displays a view that can be seen through the eyes of the
main character or player. In Unity there is an FPS control UFPS feature which has complete and practical
features. [9] [10]
The implementation of Augmented Reality and First Person Mode of Promotional Media at the
Kemang Pratama Bekasi Housing is expected to be implemented for promotional purposes, thus the
brochures owned at the Kemang Pratama Bekasi housing which were originally in the form of 2D objects
became 3D objects to become more attractive with the application of Augmented Reality (AR).
2. Methodology
The method used in the development of Augmented Reality is the Marker Based Tracking method. The
method consists of virtual coordinates, tracking, contours extraction and corner detection, Pattern
Normalization and Template Matching, pose and position estimation. The following are the stages of the
Marker Based Tracking method. [11] Virtual coordinate point stage is the stage to determine the position of
the virtual object which will later be added to the real or original environment. Position the virtual object
perpendicular to the marker. The virtual object will stand in line with the Z-axis and perpendicular to the
Xaxis (right or left) and Y-axis (front or back) of the virtual marker's coordinates.[12] The tracking stage is
the processor stage in processing video in real time frame per frame. The next stage is image thresholding, at
this stage each video frame undergoes a thresholding process to produce a black and white image. This stage
aims to recognize the rectangular shape and marker pattern from the captured video. [11] The contours
extraction and corner detection stages are contours extraction and corner detection processes using black and
white images obtained in the second stage to get the coordinates of the four sides and four corner points of
the marker. [11] The pattern normalization and template matching stages aim to normalize the marker shape
so that the template matching process can be carried out correctly. [11] The last stage is pose and position
estimation which is responsible for placing virtual objects on top of the marker. The relationship between the
three coordinates plays an important role, namely the coordinates of the observed screen coordinates. [11]
[12]
Fig 1. ADDIE Development Model
To use the marker based tracking method in making Augmented Reality and First Person Mode
applications, an ADDIE (Analyze, Design, Develop, Implement, Evaluate) development model is needed.
[13] [14] The analysis stage is the stage of analyzing the identified needs such as determining what needs are
needed in making applications including the hardware and software requirements needed to build
applications according to user needs. [14] The design stage is the stage of determining component
specifications in system design which includes the design of UML (Unified Modeling Language) and
interface design. [15] The development stage is the stage in the development of Augmented Reality and First
Person Mode as housing promotion media. At the manufacturing stage, it refers to the software used such as
Sketchup, Vuforia, Unity 3D, and Visual Studio to realize it into an application. [15] The implementation
stage is the stage of developing which eventually becomes an application and is tested using a smartphone.
The trials carried out function to test the functionality of the application development that has been carried
out whether it is in accordance with user needs. [15] Test method with blackbox testing which is the method
used in testing applications or software that is built. [16]
The Implementation of Augmented Reality and First Person Method of Promotional Media in Kemang Pratama
Housing Bekasi - Muhammad Atthalariq, at all
3. Result and Discussion
In the development of appropriate Augmented Reality and First Person Mode applications using a
development model according to the stages in ADDIE and marker based tracking methods in Augmented
Reality (AR).
3.1. Analyze
The analysis stage is the stage of analyzing the needs needed in building Augmented Reality and First
Person Mode applications as promotional media which includes hardware and software requirements. The
following is an explanation of the hardware and software requirements. a. Hardware Requirements
The hardware requirements used to build Augmented Reality and First Person Mode applications can
be seen in the following table.
Table 1.
Hardware Requirement
Hardware Requirement Description
PC or Laptop PC or laptop used with a processor speed of 3.30 GHz, RAM min 4 GB,
Hard disk space min 500 GB used to create applications.
Webcam Tool used to scan markers.
Marker Used as a medium to bring up 3D objects.
Smartphone Android To run the application when it is finished.
b. Software Requirements
The sofware requirements used to build Augmented Reality and First Person Mode applications can be
seen in the following table.
Table 2.
Software Requirement
Software Requirement Description
Microsoft Windows 10 The operating system used to run the Unity application.
Adobe XD Adobe XD application is used to create User Interface designs.
Photoshop CS6 Photoshop application is used to design the appearance of the application
from the shape of the button and the background.
SketchUp ver 2020 Sketchup application is used to create 3d house objects.
Unity 3d ver 2019.1.14 Unity application is used to create Augmented Reality and First person
Mode applications.
Vuforia database Vuforia is used to store residential brochure markers.
Visual Studio 2017 Visual Studio is used to provide functionality for Augmented Reality and
First person Mode applications.
3.2. Design
Design is the stage used to design applications that will be made to suit user needs. The system design
includes the design of UML (Unified Modeling Language) and the design of the User Interface. a. UML
(Unified Modeling Language) Design
The stages of the UML (Unified Modeling Language) design consist of designing (Use Case Diagrams,
Activity Diagrams, Sequence Diagrams and Class Diagrams). The following image is a Use Case
Diagram, Class Diagram of the application that was built.
Fig 3. Class Diagram of AR System and First Person Mode of Housing
b. User Interface Design

User Interface Design Stages are stages that are commonly used to create software or application
designs using Adobe XD graphic design applications. The design is needed to make it easier to make
applications because it is an initial description of the application to suit user needs. The user interface
in the Augmented Reality and First Person Mode applications has several menus, namely (Home
Menu, Home Type Menu, AR Menu, FPS Menu, Maps Menu, Info Menu, Usage, and About).
User Interface Design Home Menu on Augmented Reality and First Person Mode applications as the main
menu that serves to provide convenience to users in accessing and selecting the features available in these
applications such as Augmented Reality, First Person Mode, and other supporting features.
Fig 4. Design User Interface Home Menu
Based on the results of the AR Menu User Interface Design that has been made, it explains that the AR
Menu in the Augmented Reality and First Person Mode application will later have a marker tracking feature
with a smartphone camera that will issue a 3D floor plan image from the brochure marker when pointing the
camera at the brochure marker and there are several buttons such as (Show Home, Specifications, Rotate,
Reset, Type Home and Home Menu) whose position is easy to use.
Fig 5. Design User Interface AR Menu
Based on the results of the FPS Menu User Interface Design that has been made, it explains that the FPS
Menu will be used as an FPS menu in the Augmented Reality and First Person Mode applications which will
have the First Person Mode feature to view the interior and exterior of the house with the help of the First
Person camera. The FPS Menu has several buttons such as (Analog, Type Home, Jump, and Home Menu)
whose positions are easy to use such as the Analog button in the lower left position to move the player, the
Type Home button and Jump in the bottom right position and the Home button position is in the top position
so it is easy to use.
Fig 6. Design User Interface FPS Menu
3.2. Develop
Development is the stage used to make applications that are made to suit user needs. The development
of Augmented Reality and First Person Mode application systems uses the marker based tracking method as
a method to bring up objects with the help of a marker in the form of a brochure. a. 3D Object Development
Development of 3D Objects in Augmented Reality and First Person Mode applications as the creation
of 3D objects in the form of houses using sketchup software. Sketchup serves to create a 3D model of a
house where the model is made according to the original size or based on the size of the house plan.
The model used for making the 3D object uses a floor plan from a brochure using 4 models or 4 types
of houses, namely the Vanda and Crosandra types with 1 floor, Ascideira type and Airidies with 2
floors whose shape is adjusted to the brochure and its original shape.
Fig 7. Ascideira Type House Exterior 3D Model
Based on the results of the K Type Ascideira Home Interior 3D Model that has been created, it explains
that the Home Interior 3D Model is used as a 3D object in Augmented Reality and First Person
Housing applications. The 3D Home Interior model is made using sketchup software to make it easier
to make the object like the original using the size of the house plan and using additional materials such
as sofas, tv, tables, beds to complete the interior of the house which will later be exported into a
sketchup file.
Fig 8. Model Home Interior Type Airidies
b. Marker Development
Marker development in Augmented Reality and First Person Mode applications as marker making in
the form of home brochures using Vuforia software as a marker database and Unity 3D software to
display 3D objects on markers with Unity 3D using a marker based tracking method consisting of
(virtual coordinate points, tracking, contours extraction and corner detection, Pattern Normalization
and Template Matching, pose and position estimation).
Fig 9. Display Pose and Position Estimation

c. Development of AR and First Person Mode
Development of AR and First Person Mode on Augmented Reality and First Person Mode applications
as application creation in terms of menu display such as (Home Menu, AR Menu Type Home Menu, FPS
Menu, Menu, Map, Info Menu, Usage, and About) which is based on User Interface design into several
scenes in Unity 3D software. The button material is designed using Photoshop CS6. d. Application Testing
Stages of Testing AR Applications and First Person Mode Housing as a promotional media are stages
in testing the application using the BlackBox method, which includes testing functionality. The
following are the test results using the black box method. The following is an example of testing the
AR Menu. Table 3.
Testing the AR Menu
Testing Scenario Test Case Expected Result Result
Tracking Marker The user points the camera on 3D housing plans appear according
Brochure the AR menu to the brochure to the type of house Valid
marker
3D House Show The user presses the Show A 3D house will appear from the
Valid
Home button house according to the type
Show house The user presses the The specification display appears Valid
Testing Scenario Test Case Expected Result Result
specifications Specification button tombol from the Kemang Pratama house
according to the type of house
Changing Side View he user presses the Rotate button The side view of the house changes
with rotating objects according to Valid
the type of house
Zoom In/Out User pinches smartphone screen Display objects to be large and can
Valid
on AR Menu be small
Reset AR Menu The user presses the Reset The AR Menu display will be reset,
button that is, changing the display as it Valid
was when you entered the menu
Navigasi Home The user presses the Home Back to Home Menu page
Valid
Menu Menu button
3.4. Implement
Implementation is a stage that is carried out after carrying out the development or develop stages,
which at this stage explains the results of the Augmented Reality and First Person Mode Housing
applications as promotional media that have been tested in the previous stage on each menu in the
application.
Fig 10. AR Menu Display
Fig 11. FPS Menu Display
4. Conclusion
The conclusions that can be drawn from the results of the Augmented Reality (AR) application
development are as follows:
a. The media used for promotion of housing in Kemang Pratama Bekasi uses Augmented Reality and
First Person Mode technology as housing promotion media by changing the appearance of brochures
that were previously in 2D form to 3D by displaying 3D House objects on brochures scanned with
Augmented Reality technology, this application can also be used to see 3D visuals of houses to see the
interior and exterior of the house with First Person Mode technology, with this technology being able
to attract buyers or consumers by providing a clear picture of the shape of the house and its
specifications.
b. Augmented Reality and First Person Mode technology can be implemented properly on smartphones
that are used as media to scan brochures using a smartphone camera. The brochure used has 4 types of
houses, namely the type of vanda, ascideira, crosandra, and airidies.
c. Testing of Augmented Reality and First Person Mode Housing applications as housing promotion
media using the blackbox method to test each menu on the application so that it can display functions
that match each menu has been successfully carried out. This application can be used as a new
promotional media or as a complement to existing promotional media in promoting housing.
d. The results of making Augmented Reality and First Person Mode applications as promotional media
for Kemang Pratama Bekasi housing are in accordance with the needs of consumers or buyers.
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206, 2018.
International Journal of Instruction October 2019 ● Vol.12, No.4 e-
ISSN: 1308-1470 ● www.e-iji.net p-ISSN: 1694-609X
pp.OnlineFirst
Received: 07/03/2019
Revision: 04/06/2019
Accepted: 10/06/2019
OnlineFirst:18/08/2019
Development of Augmented Reality-Based Interactive Multimedia to

Improve Critical Thinking Skills in Science Learning
Ahmad Syawaludin
S.Pd., Master Student, Postgraduate Program, Universitas Sebelas Maret, Indonesia,
syawaludinahm@student.uns.ac.id
Gunarhadi
Prof., Teacher Training and Education Faculty, Universitas Sebelas Maret, Indonesia,
gunarhadi@fkip.uns.ac.id
Peduk Rintayati
Dr., Teacher Training and Education Faculty, Universitas Sebelas Maret, Indonesia,
pedukrintayati@staff.uns.ac.id
This study aimed to describe the development of augmented reality-based

interactive multimedia to improve the critical thinking skills of elementary school
teacher education students in learning earth structure and fisheries material
science. This type of research was research and development by Sukmadinata
consisting of preliminary studies, model development, and model testing. The
research subjects were elementary school teacher education students at Sebelas
Maret University, Indonesia. The technique of collecting data used tests,
questionnaires, and observations. The collected data was then analyzed
qualitatively and quantitatively. Qualitative data analysis used the interactive
Syawaludin, Gunarhadi & Rintayati
models of Miles and Huberman and quantitative data analysis using a paired
sample t-test. The results of the study show that the development of media
products determines indicators of learning, programming, display, and curriculum.
The main field test obtained ρvalue = 0.002< 0.05, it can be decided that H0
rejected. Students think critically using augmented reality-based interactive
multimedia better than before using it. At present, it is obtained interactive
multimedia based on augmented reality that is feasible to use in accordance with
the views of experts and users.
Keywords: augmented reality, critical thinking skills, elementary school teacher
education, multimedia interactive, science learning
Citation: Syawaludin, A., Gunarhadi, & Rintayati, P. (2019). Development of Augmented

RealityBased Interactive Multimedia to Improve Critical Thinking Skills in Science Learning.
International Journal of Instruction, 12(4), .
INTRODUCTION
As a professional teacher candidate, elementary school teacher education students need
to master learning material widely and deeply which includes mastering the substance of
the content of learning materials, and can solve problems as a manifestation of critical
thinking skills in science learning. Critical thinking skills are needed by prospective
science teachers (including in elementary schools) who are responsible for their
professional development in leading students to become scientifically literate. The goals
of critical thinking for giving evidence of the cases, interpreting what happened, and
solving the problem (Irawan, Rahardjo, & Sarwanto, 2017). Critical thinking basically
involves a process of logic, reasoning, and decision making (Afandi & Sajidan, 2017).
Critical thinking skills are needed by students to carry out a series of scientific methods
to answer problems in science learning.
The measurement results of critical thinking skills in elementary school teacher
education students obtained an average score of 63.99. The reasoning ability, the
collection of relevant and credible information, and the ability of successive
interpretations scored 74.34; 71,71; and 69.74. The argumentation ability, ability to
assess inference, and ability to make decisions include three aspects of critical thinking
skills with the lowest score obtained in elementary school teacher education students
with a score of 61.18; 55.26; and 51.32. These results indicate that critical thinking skills
in elementary school teacher education students are not satisfactory and need to be
improved.
The results of preliminary study show that the available learning media of earth and rock
structures are still incomplete. Earth structure media are not available in elementary
school teacher education programs. Media limitations have not supported interactive
learning and have not been oriented towards empowering critical thinking skills. This
can be seen from the results of observations which indicate that there are no indicators
of critical thinking in the learning process, such as student activities in reasoning,
gathering information, interpreting data, analyzing data, arguing, and solving problems.
International Journal of Instruction, October 2019 ● Vol.12, No.4

Development of Augmented Reality-Based Interactive …
This situation is urgent for the development of interactive learning media to support
effective science learning in primary school teacher education programs.
Technology is growing rapidly and is widely used to develop learning media, such as
interactive multimedia. Interactive multimedia presents material effectively, efficiently,
and more interestingly to help students achieve learning outcomes. Interactive
multimedia can be used to improve good understanding in order to improve the ability
of students to solve problems in science, especially about the structure of the earth and
rocks. Interactive multimedia development can be done using a smartphone. The
availability, sophistication, and use of these devices have the potential to increase
efficiency and effectiveness in teaching and learning, learning outcomes, and skills
(Morris & Lambe, 2017).
The results of field studies show that all elementary school teacher education students
who contract science subjects have smartphones. Although all students already have
smartphones, the use of smartphones as learning media in science materials is still not
optimal. This indicates that the integration of technology and media as a form of 21 st
century learning in elementary school teacher education programs is still quite lagging
behind. In order to improve the critical thinking skills of elementary school teacher
education students in science learning, the development of interactive multimedia based
on augmented reality (AR) can be accessed using a smartphone owned by students. This
has become something new because the development of AR-based interactive
multimedia in science learning, especially earth and rock structures in primary school
teacher education has never been done
Augmented reality (AR) allows virtual objects produced by computers to be placed on
physical objects in real time (Ozdemir, et al., 2018). Combining the real world and the
virtual world makes the boundary between the two very thin. AR as systems that have
the following three characteristics: (1) Real and virtual combines; (2) Interactive in real
time; (3) Registered in 3-D (Azuma, 1997). AR technology can load a video, sound,
photos, text, 3D models (Tekedere & Göker, 2016; Liang & Roast, 2014). Users can
interact with virtual objects that are inserted in real scenes around them and obtain real
human-computer interaction experiences (Cai, et al., 2014). The use of AR technology
in learning allows students to explore the world in an interactive and collaborative way
(Antonioli, et al., 2014; Martín-Gutiérrez et al., 2010). Its use is in accordance with the
idea of constructivism learning because learners can control their own learning process
and manipulate unreal objects in an enlarged environment to gain understanding (Wang,
2012). AR-based interactive multimedia provides facilities for 3D interaction with users
which will make certain concepts easy to learn for students (Martín-Gutiérrez et al.,
2010). Information delivered by virtual objects helps users perform tasks in the real
world (Kesim & Ozarslan, 2012).
AR offers us new ways to interact with the physical world and change the way people
learn with mobile devices ( Joan, 2015;Grubert & Grasset, 2013;Haag, 2013). Uniquely,
the application of AR technology in learning earth and rock structures at elementary
school teacher education program will give students the opportunity to deepen their
knowledge in different ways. Through the use of AR-based interactive multimedia,
students seem to see objects actually, for example, an earth slice that looks layers in it,
various types of rocks that can be seen a form, color, and special characteristics of rock
types. This technology can be utilized so that learning media becomes more interesting,
more concise, without reducing the essence of the material. Estapa & Nadolny (2015)
evaluated the achievements and motivations of students in mathematics learning using

augmented reality media. Printed books combined with AR were then applied in
mathematics learning. The results showed that the use of AR technology in mathematics
lessons improved student achievement and student motivation. This research applies AR
technology to science learning and emphasizes more on the use of interactive
multimedia.
The existence of learning media is indicated could to improve the learning process.
Therefore, various educational studies in Indonesia seek to develop learning media and
study their effects on the learning process. Some of these studies include the
development of takbulta (Susetyarini, A, Fitriasari, & Fauzi, 2018), i-inverbrata
(Widiansyah, Indriwati, Munzil, & Fauzi, 2018), and several other innovative learning
media (Arista & Kuswanto, 2018; Puspitarini, Akhyar, & Djono, 2018; Rajendra &
Sudana, 2018). From the various studies, it can be seen that the development of
ARbased media is still rare in Indonesia, especially in primary school teacher education.
Therefore, the purpose of this study is to develop AR-based interactive multimedia in
earth and rock structures in primary school teacher education.
METHOD
Research Design
This study was a type of Research & Development (R & D) Model by Sukmadinata
(2013) which consisted of preliminary studies, model development, and model testing.
The products in this study are interactive multimedia based on augmented reality in
learning earth and rock structure material science in elementary school teacher
education programs. The steps of research and development in this study followed the
development phase of the model consisting of design validation, preliminary field
testing, and playing field testing. The multimedia prototype was then validated by
experts to get input and suggestions until they got the approval of the expert team. The
experts involved were two, consisting of experts on earth and rock structure materials,
and experts in learning media. Meanwhile, main field testing in this study used
preexperimental research methods with pretest-posttest one group design.
Participant
The subjects of this study were elementary school teacher education study students at
Sebelas Maret University, Indonesia. The preliminary field testing phase involves 10
students, and the playing field testing involves 34 students. The selection of research
subjects using purposive sampling, which is to determine the sample with specific
objectives and considerations. The selected students are third-semester students who
contract science education courses.
Data Collection Techniques and Instruments
Data collection research used tests, questionnaires, and observations. Descriptive tests
aim to measure the critical thinking skills of elementary school teacher education
students on earth structure and rock material. The validity of the test used Aiken’s V
validity with an error rate of 5% is 0.78. The results of the validity of the test
instruments indicate that there were ten valid questions, and there were two invalid
questions. The reliability of the test used alpha Cronbach obtained αvalue of 0.784.
Refer to the value of r at the confidence level of 95% or significance of 5% (p = 0.05)
with 0.784> 0.4428, so that the test instrument is reliable.
The questionnaire instrument aims to determine students' responses to AR-based
interactive multimedia prototypes in learning earth and rock structures. The

questionnaire instrument includes aspects of learning, programming, and display. The

validity of the questionnaire used product moment correlation. At the significance of
5%, df = 8, then obtained rtable of 0.632. All items have a calculated r value > rtable so that all
questionnaire items are valid. The questionnaire reliability used alpha Cronbach with the
acquisition of an alpha value of 0.971. The value of r at the confidence level of 95% or
significance of 5% (ρ = 0.05) with a value of df = 10-2 = 8 is 0.4428. Thus, it can be
seen that the questionnaire instrument used is reliable.
Data Analysis
The data analysis technique of this study used interactive data analysis models from
Miles and Huberman. This model has three components, consisting of data reduction,
display data, conclusion drawing (verification). The data analysis phase starts after the
data is collected. All research data collected were selected and selected (data reduction)
on what should be presented and used (data display) (Miles & Huberman, 1994). The
data presented becomes clearer to be used as a basis for drawing conclusions. In the
main field testing, the data was analyzed used paired sample t-test with a significance
level of 5%. Analysis prerequisite test was the variable to be analyzed has a normal
distribution. The normality test in this study used the Kolmogorov-Smirnov. Tests were
conducted with the aim to determine whether there were differences in the scores of
critical thinking skills in elementary school teacher education students before and after
learning using AR-based interactive multimedia.
FINDINGS
Prototype Development and Design Validation
The preparation of an interactive multimedia prototype based on augmented reality (AR)
began with analyzing the curriculum which is intended to determine the material to be
published in the media. It is intended that the media developed can help students
effectively master the material that can teach it correctly. The scope of earth and rock
structure material at elementary school teacher education program is presented in Table
1.
Table 1
The Scope of Earth Structure and Rocks Material in Primary School Teacher Education
Competence Indicators
Analyzing the shape of the earth

Model the structure of the earth
Analyzing the theory of continental drift
Identify evidence of the truth of the theory of continental drift
Assessing Earth and Analyze endogenous impacts
Rock Structures Analyze earthquake cases
Describe rock cycle models
Identify igneous rocks
Identify sedimentary rocks
Identify metamorphic rocks
The products produced were AR-based interactive multimedia in the form of

applications that can work on an Android system. The use of this media is integrated
with teaching materials that contain markers to support the performance of AR
technology. Interactive multimedia based on augmented reality in learning earth and

rock structures has a logo that reads "ESR" which stands for earth structure and rock
presented in Figure 1.
Figure 1
ESR Logo
Multimedia developed has 3 main menus consisting of AR camera, quiz, and about.
Camera AR serves to display the desired 3D image. The camera is sufficiently directed
to two-dimensional images that are in teaching materials, and will automatically display
interesting and more realistic 3D images. Figure 2 is an example of the appearance of
3D sedimentary rock objects that work through augmented reality technology. In
addition to 3D objects, this multimedia can provide animations and videos to make it
easier for students to understand the concepts of earth and rock structures, for example
the addition of earth convection animation presented in Figure 3.
Figure 2
3D Sediment Rock Objects using AR Media
Figure 3
Earth Convection Animation
In addition to the camera menu, there is a quiz menu, containing questions about the
structure of the earth and rocks to measure students' critical thinking and thinking
abilities. This evaluation sheet is integrated with Google Form. Figure 4 is the front page
display and contents of the quiz menu on the Google Form page.

Figure 4
Quiz Menu Page on the Google Form Page
The About menu is a menu containing an explanation or description of the media. This
menu contains application titles, developer names. The use of this application is
equipped with supporting teaching materials developed as a multimedia companion.
This teaching material contains material equipped with markers that can be detected by
AR cameras to present 3D objects, animations, and videos.
The results of the media prototype assessment by material experts obtained an average
score of 3.41. The assessment by material experts are known that interactive multimedia
based on augmented reality relating to earth and rock structure material can help process
critical thinking skills, namely, students are actively involved in learning activities in
finding information, finding, analyzing, and solving problems. Material relating to rock
characteristics needs to be improved because factual accuracy with the original media
changes, for example in rock color, rock texture, and rock structure.
Meanwhile, the results of the media prototype assessment by media experts are known
that the presentation of material through interactive multimedia based on augmented
reality in learning earth and rock structures is considered good, with an average score of
3.02. However, the prototype was revised in several respects, consisting of interactive
aspects, concept maps, and administrative aspects of teaching materials. Teaching
materials need to provide questions when students scan 3D objects through AR cameras.
Thus, learning will be more interactive and stimulate students to skillfully solve
problems. In addition, in the aspect of the concept map, teaching materials need to
contain a competency map to show how far the material will be reviewed by the user. As
for the administrative aspects of writing teaching materials need to be improved,
especially the use of numbering is more recommended scientifically, not points in the
form of spheres and checklists.
Improvements according to material experts were carried out in the presentation of 3D
rock objects that were more able to adjust the colors, textures, and more original rock
structures. In addition to 3D objects, the presentation of animations and videos is
assessed to provide completeness to the media developed. The results of expert
evaluations indicate that the media developed has been used properly after revisions to
aspects of the display, programming, and curriculum, and learning. Prototype
improvements have been carried out such as addition of questions to the analysis
column in Figure 5 and addition of material scope in Figure 6.

Figure 5
Addition of Questions to the Analysis Column
Figure 6
Addition of Material Scope
Preliminary Field Testing
The interactive multimedia prototype based on augmented reality (AR) which has been
revised based on expert input is then tested on a small scale called the preliminary field
testing. Preliminary field testing was carried out through activities involving 10
students. The implementation of limited trials was carried out collaboratively along with
lecturers in the subject of Basic Science Concepts. The test results of students' critical
thinking skills in learning earth and rock structures at the preliminary field-testing stage
presented in Figure 7.
100
50
0
Pretest Posttest
Min 41,67 62,5
Max 83,33 87,5
Mean 62,92 74,58
Figure 7

The Preliminary Field-Testing Data

The results in Figure 7 show that students' critical thinking skills after learning using
AR-based interactive multimedia were better than before learning using AR-based
interactive multimedia. This fact confirms that the media prototypes used in this limited
trial can be continued at a wider trial stage. Meanwhile, the results of student responses
to the use of interactive multimedia based on augmented reality in learning earth and
rock structures in elementary school teacher education programs can be seen in the
Table 2.
Table 2
Student Responses to Product Prototypes at Preliminary Field Testing
No Aspect Score Category
1 Learning 2,97 Good
2 Programming 3,33 Very Good
3 Display 3,20 Good
Based on Table 2, student responses to AR-based interactive multimedia in general were
good. In the programming, aspect gets the highest score in the very good category.
Students view that the multimedia prototype developed is interesting and easy to use.
The input from students at this limited trial stage is that AR cameras are less responsive
in detecting markers on several objects, namely on images of continental Pangea, earth
structures, sandstone, limestone, and granite.
Main Field Testing
The main field-testing stage was done through learning the structure of the earth and
rocks by using a revised media prototype based on the results of the preliminary field
testing. Main field testing involves 34 students who are collaboratively conducted with
lecturers who teach the Basic Concepts of Science. The measurement of students'
critical thinking skills in learning the structure of the earth in the main field-testing stage
is presented in Figure 8.
100
50
0
Pretest Posttest
Min 45,83 62,5
Max 83,33 91,67
Mean 64,22 77,21
Figure 8
The Main Field-Testing Data
The data in Figure 8 show that students' critical thinking skills after learning using
ARbased interactive multimedia were better than before learning using AR-based
interactive multimedia. Before testing using the Paired sample t-test, the data of main
field testing has been tested for normality using Kolmogorov-Smirnov. The results of
normality test at significance level of 5%, obtained ρvalue of 0.457 on pretest data and
0.052 in posttest data. The acquisition of ρvalue on the normality test show that it was
greater than 0.05, so it can be concluded that the test data is normally distributed. Paired

sample t-test was conducted to determine the significance of the difference in mean
pretest with posttest average in a sample group. The results of the paired sample t-test
presented in Table 3.
Table 3
The Results of Paired Sample t-test
Paired Differences
95% Confidence Sig.
Std.
Std. Interval of the t df (2-
Mean Error
Deviation Difference tailed)
Lower Upper
Mean
Pair
Pretest- -12.98 8.50539 1.45866 -15.96 -10.02 8.905 33 .002
Posttest
Paired sample t-test obtained ρ value = 0.002 < 0.05, it can be decided that H 0 is
rejected. Thus, it is evident that at the confidence level of 95 percent the average posttest
score of critical thinking skills of elementary school teacher education students in
learning earth structure and rocks is not the same as the pretest score. These results
indicate that students' critical thinking ability after learning using AR-based interactive
multimedia is better than before learning using AR-based interactive multimedia.
In addition to the test results, student responses to the use of AR-based interactive
multimedia in learning earth and rock structures in primary school teacher education at
the main stage of field testing is presented in Table 4.
Table 4
Student Response to Product Prototypes on the Main Field Testing
No Aspect Score Category
1 Learning 3,46 Very Good
2 Programming 3,51 Very Good
3 Display 3,62 Very Good
Data in Table 4 show that student responses to AR-based interactive multimedia
generally reach a very good category. Students argue that multimedia prototypes
developed can help to understand the material more easily. Besides being easier to
understand the material structure of the earth and rocks, students see that the
presentation of media is interesting and makes learning not boring. This finding is
different from the initial conditions which indicate that students have not been interested
in learning earth and rock structures. Students assess that learning of earth structures and
rocks with the help of AR-based interactive multimedia makes students involved in
learning and easy to use. Although good results were obtained, improvements were still
made by simplifying questions and clarifying work instructions as an improvement in
AR-based interactive multimedia products in learning earth and rock structures in
primary school teacher education.

DISCUSSION
The development phase of AR-based interactive multimedia in learning earth and rock
structures begins with the preparation of media products. Analysis of the scope of
learning material is carried out to prepare visual objects that can be aired through AR. In
general, the preparation of AR-based interactive multimedia in this study refers to good
multimedia aspects, consisting of aspects of learning, programming, curriculum, and
appearance (Sudatha & Tegeh, 2015). The development of interactive multimedia uses
augmented reality technology as a media base so that its compilation has AR
characteristics, such as combining 2D and 3D objects, is interactive, and presents
various animations and videos (Tekedere & Göker, 2016; Azuma, 1997).
The media prototype was assessed by experts and at the same time received input as a
prototype repair material. The revised prototype was subsequently implemented at the
limited trial stage. The results of the implementation of a limited trial showed that the
media prototype was in a good category, but improvements were made according to the
input of the users in the limited trials. The results of the improvement of media
prototypes were then tested on a wider scale. The use of AR-based interactive
multimedia facilitates knowledge will be shared between teachers and students, and
teachers and students will share authority. Therefore, students control their own learning
processes and manipulate unreal objects in the environment to gain understanding and
knowledge (Wang, 2012).
Through trials of AR-based interactive multimedia prototypes at the wider trial stage, the
use of AR-based interactive multimedia has a positive impact on the learning process of
earth and rock structures in elementary school teacher education programs. The use of
AR-based interactive multimedia prototypes provides new experiences to students in
learning activities of earth and rock structures. Students are actively involved in
learning, such as finding and finding information about learning materials, interpreting
data found, analyzing, arguing, and solving problems related to earth and rock structure
material independently. Results relevant to Garrett, e al, (2015) concluded that the use of
AR technology and the ability to access it can support independent learning.
The role of AR-based interactive multimedia can be seen in aspects of critical thinking.
The use of AR-based multimedia can help students find data or information that helps
them understand the material in depth about the material structure of the earth and rocks,
so AR can support the ability to think critically (Sirakaya & Sirakaya, 2018; Chang &
Hwang, 2018; Yuliono, et al., 2018; Kurniawan, et al., 2018). The results of this study
are relevant to the results of previous research and development that are oriented
towards improving critical thinking skills. The development of teaching books with
augmented reality technology on the concept of the digestive system can improve the
ability of high school students to analyze problems related to the concept of digestion
(Amir, 2017). In addition to the concept of digestion, the development of interactive
learning media based on augmented reality technology can improve the problem solving
skills of high school students in chemical bonding material (Nur, 2015). The use of
Augmented Reality media can stimulate the mindset of students in thinking critically
about something because they can visualize abstract concepts (Mustaqim, 2017). AR
makes it easy for users to understand the spatial relationships of their parts, so that in the
Deshpande & Kim (2018) study the use of AR can improve the ability to solve spatial
problems so that it supports technical tasks related to object assembly. In this study,
presentation of 3D objects in real time through the AR cameras can help students solve
problems. In addition, AR-based interactive multimedia can facilitate interactive

learning, meaning there is feedback in the form of ideas, arguments, interpreting data
and providing explanations, as well as the results of problem-solving in the matter of
earth and rock structures.
CONCLUSION
The development of AR-based interactive multimedia in learning the material science of
earth and rock structures in primary school teacher education program can improve
understanding of concepts, their application in connecting concepts, and analyzing data
for problem-solving. Product improvements at the development stage produce AR-based
interactive multimedia that is feasible to be used by elementary school teacher education
students to improve critical thinking skills in science learning. This media is in
accordance with the views of experts and users.
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JURIKOM (Jurnal Riset Komputer), Vol. 10 No.

3, Juni 2023 e-ISSN 2715-7393 (Media Online), p-ISSN 2407-389X (Media

FARIS FADHIL SHAFWANDA

Gambar 1. Diagram Alir Penelitian

Gambar 2. Tahapan Metode MDLC [13]

Gambar 3. Use Case Diagram

2. Racangan Desain Low Fidelity

Gambar 4. Halaman loading Splash Screen dan Halaman Utama

Gambar5. HalamanPanduandan Halaman Pilih Benda Langit

Gambar 6. Halaman Fakta Unik dan Halaman Kuis 3.

Gambar 7. Tahapan Pembuatan Objek 3D

Gambar 8. Rancangan Desain Card Marker

3. HASIL DAN PEMBAHASAN

Gambar 9. Tampilan Halaman loading Splash Screen dan Halaman Utama

Gambar 11. Tampilan Tampilan Fakta Unik dan Halaman Kuis

Gambar 12. Tampilan AR Scan Marker

No Fungsionalitas Hasil Uji

PERANCANGAN APLIKASI AUGMENTED REALITY

Dari 45 skenario yang dilakukan selama

dan 2 telah didapat hasil validasi dan dinyatakan

pengetahuan tentang museum dan koleksi Berdasarkan pembahasan hasil analisis,

reality. Reality." Presence: Teleoperators & Virtual

2. Aplikasi augmented reality museum Environments (MIT Press).

[9] Irsyad , Mohammad Syahrofi . 2016. Aplikasi Augmented

Aerovertising." Inosains Vol. 6: 50.

Jurnal Teknik Informatika dan Sistem Informasi

Perancangan Augmented Reality Berbasis Marker Pada

Awang Pradana*1, Edy Utomo2, Dedy Harto3,Arif Fadllullah4

Berdasarakan dari latarbelakang Penelitian ini menggunakan metode SDLC (Software

Gambar 1. SDLC AR Gedung LSIH

2.1 Metode Pengumpulan Data

2. 1.2 Dataset Informasi

2. 2 Metode Pemecahan Masalah

2. 3 Metode Pengembangan Perangkat Lunak

2. 3.1 Prosedur Riset

Gambar 2. Prosedur Singkat Alur Riset

2. 3.2 Rancangan Program

3. HASIL DAN PEMBAHASAN

3. 1 Hasil Analisis Sistem

Gambar 3. Flowmap AR Gedung LSIH UBT

3. 1.1 Perancangan Usecase Diagram

Gambar 4. Usecase Diagram

3. 1.2 Perancangan Activity Diagram

Gambar 6. Activity Diagram

3. 2 Implementasi Perangkat Lunak

3. 3 Pengujian Perangkat lunak

Tabel 1. Pengujian Blackbox

Dengan mengaplikasikan augmented reality berbasis Android ini, pengguna dapat

Rencana tahapan berikutnya melibatkan pendeteksian marker dengan menggunakan

UCAPAN TERIMA KASIH

[4] I. E. Sutherland, “A Head-Mounted Three Dimensional Display,” in Proceedings of

[8] R. Rumajar, A. Lumenta, and B. A. Sugiarso, “Perancangan Brosur Interaktif Berbasis

[10] P. O. Rotinsulu et al., “Implementasi Markerless Augmented Reality Untuk Navigasi

Augmented Reality Untuk Media Promosi Hasil Penelitian

menggabungkan dunia industri, perguruan tinggi, pusat

Diterima Redaksi : 09-04-2020 | Selesai Revisi : 21-05-2020 | Diterbitkan Online : 20-06-2020

kepada pihak industri, UKM dan masyarakat pada program

yang jauh atau berbentuk besar (bangunan dan

Gambar 4. Tahapan pembuatan video

Gambar 2. Tahapan penelitian 2.3. Perancangan Aplikasi Augmented Reality (AR)

Gambar 5. Tahapan perancangan aplikasi AR

Gambar 3. Tahapan penelitian 2.4. Testing

Strongly Disagree Neutral Agree Strongly