Electronic Theses and Dissertation

Education for Sustainable Development (ESD) diintegrasikan dalam pembelajaran untuk membekali peserta didik dengan pengetahuan, keterampilan, dan sikap yang mendukung keberlanjutan lingkungan dan sosial. Teknologi Augmented Reality (AR) dipandang potensial karena mampu menghadirkan pengalaman belajar interaktif, kontekstual, dan bermakna. Flashcard sebagai media pembelajaran efektif meningkatkan daya ingat, namun pengembangannya masih terbatas pada format dua dimensi dan belum banyak menelaah keterampilan analitis dalam konteks ESD. Penelitian ini bertujuan mengembangkan flashcard berbasis AR untuk meningkatkan keterampilan analitis peserta didik pada materi perubahan iklim. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE, melibatkan 30 peserta didik kelas X SMA Laboratorium Universitas Syiah Kuala tahun ajaran 2025/2026. Instrumen penelitian meliputi lembar validasi ahli, angket System Usability Scale (SUS), angket respons guru dan peserta didik, serta tes keterampilan analitis berbasis ESD. Hasil validasi menunjukkan media berada pada kategori “sangat layak” dengan persentase 87,45% (media) dan 77,45% (materi). Respons guru terhadap media sangat positif, dengan persentase 94%. Sementara itu, respons peserta didik pada uji coba awal juga positif, dengan persentase 89,6%. Selain itu, skor SUS sebesar 80,08 menunjukkan bahwa media termasuk kategori praktis dan mudah digunakan. Uji keterampilan analitis memperoleh nilai rata-rata N-Gain 0,57 (kategori sedang). Flashcard AR terbukti interaktif, kontekstual, dan mendukung pembelajaran berbasis keberlanjutan.
Kata kunci: Augmented reality, flashcard, perubahan iklim, keterampilan analitis, education for sustainable development

Education for Sustainable Development (ESD) is integrated into learning to equip students with knowledge, skills, and attitudes that support environmental and social sustainability. Augmented Reality (AR) technology is considered to have potential because it can provide interactive, contextual, and meaningful learning experiences. Flashcards are an effective learning medium for improving memory, but their development is still limited to two-dimensional formats and has not yet explored analytical skills in the context of ESD. This study aims to develop AR-based flashcards to improve students' analytical skills on climate change material. The research used the Research and Development (R&D) method with the ADDIE model, involving 30 tenth-grade students at the Syiah Kuala University Laboratory High School in the 2025/2026 academic year. The research instruments included expert validation sheets, the System Usability Scale (SUS) questionnaire, teacher and student response questionnaires, and ESD-based analytical skills tests. The validation results showed that the media was in the “very feasible” category with a percentage of 87.45% (media) and 77.45% (material). Teachers' responses to the media were very positive, with a percentage of 94%. Meanwhile, student responses to the initial trial were also positive, with a percentage of 89.6%. In addition, the SUS score of 80.08 indicates that the media is practical and easy to use. The analytical skills test obtained an average N-Gain score of 0.57 (moderate category). AR flashcards proved to be interactive, contextual, and supportive of sustainability-based learning. Keywords: Augmented reality, flashcard, climate change, analytical thinking, education for sustainable development.