Augmented Reality Learning Integrated with Cognitive Conflict and STEM: Impact on Students’ Scientific Literacy in Newton’s Universal Law of Gravitation

Integrating technology with innovative learning plays a crucial role in equipping students with scientific literacy. This research investigated the impact of augmented reality (AR) learning integrated with cognitive conflict (CC) and science, technology, engineering, and mathematics (STEM) on students’ scientific literacy using Newton’s universal law of gravitation as the learning material. This research involved 33 upper-secondary students divided into two groups using a quasi-experimental method: one group implemented AR, and the other used traditional learning. The research data were analyzed using the Wilcoxon test (W), Mann-Whitney test (U), and Structural Equation Modeling (SEM) analysis. The results of the W test revealed that both traditional learning and learning via AR have a positive impact on enhancing students’ scientific literacy. However, the U test results indicate that learning via AR was more effective than traditional learning. In addition, the results of the SEM analysis revealed that the enhancement of scientific literacy was influenced by AR technological characteristics, self-efficacy, and intention to use, which directly affected students’ scientific literacy. Therefore, AR learning integrated with CC and STEM has proven effective in enhancing students’ scientific literacy.