Ucu Cahyana, Jack Roland Luhukay, Ika Lestari, Irwanto Irwanto, Jarot S. Suroso
The purpose of the current study is to enhance students’ literacy and numeracy using mobile game-based learning with augmented reality (ARGBL) in chemistry and biology. In this quasiexperimental design, 714 10th and 11th grade students from five high schools in Indonesia were recruited as participants. To gather the data, the Chemical Literacy and Numeracy Test (C-LNT) and the Biological Literacy and Numeracy Test (B-LNT) were administered to the treatment and control group (CG) students. Quantitative data were then analyzed using descriptive statistics and t-tests. The results highlighted that the treatment group students who were instructed using ARGBL had higher literacy and numeracy scores than the comparison group students who were taught using PowerPoint (PPT) slides. This indicates that ARGBL is effective in promoting literacy and numeracy among high school students in chemistry and biology. Thus, we suggest teachers apply ARGBL to elevate students’ literacy and numeracy to a satisfactory level. © 2023 by the authors of this article. Published under CC-BY.
Department of Chemistry Education, Universitas Negeri Jakarta, Jakarta, 13220, Indonesia; Jyotis Cemerlang, Jakarta, Indonesia; Elementary School Teacher Education Study Program, Faculty of Education, Universitas Negeri Jakarta, Jakarta, 13220, Indonesia; Department of Chemistry Education, Universitas Negeri Jakarta, Jakarta, 13220, Indonesia; Department of Information Systems Management at Bina Nusantara University, Indonesia
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