An augmented reality smart module for critical thinking in pre-service teachers learning megalithic history
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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