Desain Pembelajaran Alam Semesta Anak TK Menggunakan AR Dengan Tehnik Markerless
DOI:
https://doi.org/10.51903/pixel.v15i1.732Keywords:
Keywords: markerless, augmented reality, prototype.Abstract
The method of learning the universe at TK Pertiwi Bebengan, Kec. Boja, Kab. Kendal, Central Java is still simple, namely explaining the material by displaying a 2-dimensional still image. This makes students unable to see directly the process of rotation and movement of celestial bodies in the universe. For this reason, it is necessary to create an application that can display the process through 3D animated moving images using Augmented Reality (AR) based technology. The research method used is Prototype, while the architectural design uses UML and software applications using Unity3D, Vuforia, Photoshop CS6 and Blender. The final results of the study are 1) on testing application features made with Unity3D and Vuforia software can run well, 2) on device testing there are 2 out of 4 smartphones that cannot run the application so that a minimum specification of a smartphone is required, 3) on distance testing with a height of 20 cm, it requires the right camera tilt angle, which is between200 to 900. The conclusion of the research is that this application can run well on mobile devices registered in Google's ARCore database and minimum specifications of Android 8.0 Oreo. In addition, it is necessary to pay attention to the right camera tilt angle so that it can display 3D objects.
References
[2] Juwantara, R.A. (2019). Analisis Teori Perkembangan Kognitif Piaget pada Tahap Anak Usia Operasional Konkret 7-12 Tahun dalam Pembelajaran Matematika. Al-Adzka: JurnalI lmiah Pendidikan Guru Madrasah Ibtidaiyah, 9(1), 27-34.
[3] Khadijah & Armanila. (2017). Bermain dan Permaianan Anak Usia Dini, Medan : PERDANA PUBLISHING.
[4] Puslitjakdikbud. (2017). Model Pendidikan Anak Usia Dini Satu Tahun Sebelum Sekolah Dasar: Kajian Pendidikan Anak Usia Dini, Nonformal dan Informal dan Pendidikan Masyarakat, Jakarta: Kementerian Pendidikan dan Kebudayaan
[5] Sukirman. (2017). Integrasi Pendidikan Karakter pada Pembelajaran Berbasis Game untuk Mengajarkan Perilaku Santun di Media Sosial, Jurnal Pendidikan Ilmu Sosial, 27(2), 303-37 .
[6] Dopo, F.B., & Ismaniati, C. (2016) Persepsi Guru tentang Digital Natives, Sumber Belajar Digital dan Motivasi Memanfaatkan Sumber Belajar Digital. Jurnal Inovasi teknologi Pendidikan, 3(1), 13-24.
[7] Sulistiyowati, T. & Kristanto, A. (2018). Pengembangan Media Video Animasi Tentang Pembentukan Tanah bagi Siswa Kelas V SD Negeri Singowangi Kec. Kutorejo Kab. Mojokerto, Jurnal Mahasiswa Teknologi Pendidikan, 9(2).
[8] Rohmah, F.N. (2019). Media Pembelajaran Pengenalan Buah dengan Teknologi Augmented Reality untuk Anak Usia Dini berbasis Android, Skripsi. Universitas Negeri Semarang.
[9] Haryani, P. dan Triyono, J. (2017). Augmented Reality (AR) sebagai Teknologi Interaktif dalam Pengenalan Benda Cagar Budaya pada Masyarakat. Jurnal SIMETRIS, 8(2).
[10] Luthfansyah, Y.D. (2018). “Pengembangan Permainan Mobile AR Fishing Berbasis Marker Menggunakan Metode Iterative and Rapid Prototyping”. Jurnal Pengembangan Teknologi Informasi dan Ilmu Komputer, 2(10), 4255-4263.
[11] Muhammad, D. dkk. (2018). Analisis Penerapan Markerless Augmented Reality pada Video Game Memancing dengan Pendekatan Simultaneous Localization and Mapping (SLAM), Jurnal Pengembangan Teknologi Informasi dan Komputer, 2(12), 7083-7087.
[12] Fetters, Z., 2014. What is markerless AugmentedReality?. [online] Marxent. Tersedia di: https://www.marxentlabs.com/whatis-markerless-augmented-reality-deadreckoning/ [Diakses 25 November 2021].