Development of Augmented Reality-Based Biology Learning Tools to Support Deep Learning and Digital Literacy Skills in the Context of Education for Sustainable Development

Abstract

This study aimed to develop an Augmented Reality-based biology learning tool using a Deep Learning approach to enhance high school students’ digital literacy skills. The development of this learning tool also supports more meaningful and contextual biology learning, in line with the principles of Education for Sustainable Development (ESD), which emphasize the integration of knowledge, technology, and real-world relevance. This research employed the ADDIE research and development model, consisting of Analyze, Design, Develop, Implement, and Evaluate. The participants included one teacher as the instructor in a limited trial, 35 students for response and formative assessment, two experts for validation, and two practitioners. The research instruments consisted of validation sheets, an observation sheet for learning implementation, student and teacher response questionnaires, and a test to measure digital literacy skills. Data were analyzed using validation percentages, Rasch modeling with the Winstep application, and a t-test using SPSS version 26. The results showed that the developed AR-based biology learning tools on the excretory system material were categorized as highly valid and highly practical. The pretest and post-test results yielded an N-gain score of 0.37, categorized as moderate. These findings indicate that the developed learning tools are valid, practical, and effective in improving students’ digital literacy skills while supporting engaging and contextual biology learning.