Integration of Augmented Reality and the Treffinger Model in a Physics E-Module to Facilitate Creative Thinking of MA/SMA Students

Abstract

Students' creative thinking ability in physics learning remains relatively low because instruction is dominated by printed teaching materials that are insufficiently contextual and by conventional teaching models that give students limited opportunities to develop ideas, flexibility, and originality. This study aims to describe the development process and the quality of a physics electronic module (e-module) based on the Treffinger model and enriched with augmented reality (AR) on the topic of Work and Energy, in terms of validity and practicality. The study used a Research and Development (R&D) approach with the Plomp development model, which consists of preliminary research, prototype development, and assessment. The product was validated by three expert validators covering the construction, content, and language aspects, and was tested on one physics teacher and 20 Grade X Phase E students at MAN 2 Agam. Data were collected through Likert-scale questionnaires. The results show that the e-module achieved an average validity score of 86%, categorized as very valid, and an average practicality score of 89.5%, categorized as very practical. The teacher and student assessments were 97% and 82.3%, respectively. Analysis of the creative thinking indicators revealed that elaboration was dominant (50%), followed by originality (21%), while fluency and flexibility each accounted for 14%. These findings indicate that integrating Treffinger and AR produces feasible teaching materials that support creative thinking. Further research is recommended to test effectiveness through an experimental design.