An augmented reality smart module for critical thinking in pre-service teachers learning megalithic history
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Learning megalithic history requires students to connect artifact features with historical evidence. This study developed and appraised an augmented reality (AR) Smart Module using ADDIE and compared critical-thinking test performance in four intact classes at Universitas Tadulako. The pretest–posttest study included 122 undergraduate history education students, with 61 in each condition. Five experts rated ten assessment items; recalculated Aiken’s V ranged from .600 to 1.000, with a mean of .853. AR posttest scores averaged 7.800 (SD 1.012), compared with 6.171 (SD 1.205) for lecture-based instruction. ANCOVA including pretest, cohort, and group × cohort gave an adjusted difference of 1.637 points (95% CI [1.245, 2.028]), F(1,117) = 68.551, p = 2.30 × 10⁻¹³, partial η² = .369. Mean gains were 2.801 and 1.170; the gain comparison gave t(120) = 6.127, p = 1.17 × 10⁻⁸, d = 1.109. The results show stronger critical-thinking test performance for students using the AR Smart Module in this classroom comparison. Globally, the study offers a design sequence for connecting digital heritage representations with contextual evidence and evidence-based historical reasoning.
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