International Journal of Interactive Mobile Technologies (iJIM) – eISSN: 1865-7923 – Vol. 15, No. 12, 2021 Short Paper—The Innovation of Disruptive Learning Media with Augmented Reality Based 3D Object... The Innovation of Disruptive Learning Media with Augmented Reality Based 3D Object Concept with Drill Machine Design to Improve Quality of Distance Learning in The Era of Education 4.0 https://doi.org/10.3991/ijim.v15i12.21579 Andika Bagus Nur Rahma Putra (*), Amat Mukhadis, Nurul Ulfatin, Tuwoso, Mahfudi Sahly Subandi, Hardika State University of Malang, Malang, Indonesia andika.bagus.ft@um.ac.id Abd Kadir Muhammad Tun Hussein Onn University Malaysia, Parit Raja, Malaysia Abstract—Currently, the world of education is entering a disruptive era. Digital-based educational technology. Especially in the distance education model. The technology used is relatively unsophisticated. This study aims to: (1) develop Disruptive Innovation learning media with Augmented Reality with the concept of 3D objects in the form of a Drill Machine; (2) testing the attrac- tiveness of Disruptive Innovation Learning media with Augmented Reality with a 3D Object Concept in the form of a Drill Machine; and (3) analyze the product's effectiveness. Research and development (R&D) and quasi- experimental research are used as research methods. In this analysis, two expert teams validated the product, one for e-learning media and the other for voca- tional education materials. The results of the study found that augmented reality technology that focuses on 3D objects in the form of drilling machines has high effectiveness. Technology that is focused on augmented reality in the education 4.0 with 3D models in the form of a drilling machine will increase vocational school students' comprehension. Keywords—Augmented Reality, 3D objects, distance learning, vocational edu- cation, education 4.0 1 Background The generation of education has arrived. In all aspects of education, 4.0 is directly linked to digitization. Education 4.0 emphasizes the concept of learning, which focus- es on direct student experimentation to find new things [1]. The role of digital tech- nology is inextricably linked to the main aspect of education. Because of the increased access to information, the position of digital technology narrows the globe [2]. Changes in the use of digital media encourage education stakeholders to adjust. Ironi- iJIM ‒ Vol. 15, No. 12, 2021 193 Short Paper—The Innovation of Disruptive Learning Media with Augmented Reality Based 3D Object... cally, vocational education is still not completely prepared to deal with this transition. One of the flaws is that universities' current learning media facilities can't always keep up with technical advancements in the industry [3], [4]. The quality of distance learning in the world of vocational education is also not op- timal in facing this challenge. In fact, this is contrary to the concept of distance learn- ing, which focuses on learning design, interaction, participant motivation, and of course, the role and technology used [5]. Fulfilling the quality of distance education will have an impact on students' abilities, which is almost equivalent to learning in the class [6]. With the right approach and policies, the effectiveness of digital learning for students can be increased [7]. Educational media based on digital technology must be applied in all fields, espe- cially vocational education. First and foremost, modern technologies should be devel- oped in vocational education [8], [9]. The introduction of technology should have been carried out in educational institutions before plunging directly into the industrial world. However, vocational education institutions have not done so to their full poten- tial. This will have an effect on the industry's low rate of vocational student graduates being absorbed. This technological development poses a challenge to prepare the competencies needed by the industrial world [10] - [13]. This challenge is the main focus that must be resolved by the role of educational institutions. The ability of augmented reality technology to address problems and issues in the field of education is well recognized. AR technology transforms the physical world into a digital representation. The aim of AR technology is to show imagination in a realistic and detailed manner in both 2D and 3D. Students would be aware of the more precise specifications thanks to Augmented Reality. This knowledge is in line with the needs of companies interested in integrating AR into their processes [14]. Attrac- tivity as with any technology integration process, Augmented Reality (AR) is deter- mined to meet the need for good content, implementation, and assessment [15]. The study's aim was to develop virtual reality technology based on the concept of a 3D object in the form of a drilling machine in order to enhance the quality of distance learning for vocational students in the 4.0 education era. The aim of the project is to improve the standard of distance learning for vocational education institutions when it comes to transferring information to students. 2 Method This research uses a research and development (R&D) approach, which is support- ed by a quasi-experimental approach. This approach is oriented to the study's goals, which include the development of technology and the analysis of the product's effec- tiveness. Figure 1 depicts the entire product development process. 194 http://www.i-jim.org Short Paper—The Innovation of Disruptive Learning Media with Augmented Reality Based 3D Object... Fig. 1. Development Stages Scheme Figure 1 shows that the research design used includes seven stages of research. Two specialist teams carried out the validation test. The team is made up of e-learning media experts and vocational content experts. Data collection using expert validation questionnaires. Analysis of research data using quantitative descriptive analysis tech- niques. 3 Result The research findings are divided into three categories, namely: (1) The outcomes of a augmented reality technology implementation based on 3D objects in the form of drilling machines; (2) Experts in e-learning media and vocational education material have validated the findings; and (3) The findings of product effectiveness tests are one of the subjects that will be explored. 3.1 The findings of the innovation of augmented reality This research can result in a 3D object-based augmented reality technology innova- tion in the type of a drilling machine. Figure 2 shows the display of the product appli- cation that is currently being created. Fig. 2. Product homepage view iJIM ‒ Vol. 15, No. 12, 2021 195 Short Paper—The Innovation of Disruptive Learning Media with Augmented Reality Based 3D Object... Figure 2 depicts the product's home page, which contains several complex compo- nents. A marker picture, program name, 'play' button, and 'close' button are among the components. In addition, Figure 3 depicts the AR view if the 'play' button is pressed. Fig. 3. AR 'play' display In camera mode, the AR application is shown in Figure 3. The size of the AR screen is divided into three sections. The first component is a 3D object in the shape of a drilling machine. This section includes the whole object and the object of each component. The second part is a description of the object. Contains specifications and a brief description of the object. The third part is the 'close' button, which functions to exit camera mode. 3.2 The results of the validation In this analysis, two teams of experts validated the results. The results of data pro- cessing from media expert validation include a number of components, which are detailed in Table 1. Table 1. The results of the e-learning media expert's validation No. Indicator Items Score % 1 The suitability of the display 4.00 100.00 2 The attractiveness of the parent material 3.50 87.50 3 Users' ability to read material with ease 3.33 83.33 4 Colors, icons, and menus should all be in harmony 4.00 100.00 5 Easy understanding 4.00 100.00 There are five key components in Table 1. Experts in instructional media have con- firmed this. The score obtained for indicator items one, four, and five is 4.00. (100 percent). The learning media produced are of high quality and have a high viability. Table 2 also shows the processed validation by a group of vocational content experts. 196 http://www.i-jim.org Short Paper—The Innovation of Disruptive Learning Media with Augmented Reality Based 3D Object... Table 2. Vocational material expert validation results No. Indicator Items Score % 1 The suitability with the target competency targets 4.00 100.00 2 The amount of information presented 3.33 83.33 3 The complete presentation of images and videos 4.00 100.00 4 The degree at which legitimate references can be found 4.00 100.00 5 The suitability of the performance indicators on the variable bill 3.80 95.00 There are five components in Table 2. The score obtained is 4.00 on the first, sec- ond, and fourth indicator points (100 percent). It can be assumed that the produced vocational content is of high quality and has a high degree of viability. 3.3 Product effectiveness test results The effectiveness of a product is tested by experimental research. At this point, there were two groups: the control group and the experimental group. The first stage of the study was used to assess the initial skills of the two groups. Table 3 displays the learning outcomes of students' learning abilities prior to treatment. Table 3. T-test results of initial ability test before treatment T-test for Equality of Means T Df Sig. Mean Difference Std. Error Difference -1.11 -1.11 56 54,356 .28 .28 -1,84 -1,84 1.68 1.67 Table 3 shows that student learning outcomes before being given treatment. The significance value for these findings is 0.275, according to the description. This sug- gests that there is no substantial difference between the two classes' initial skills. The results of the final skill test are shown in Table 4. Table 4. T-test of the Final Ability Test After being given the treatment T-test for Equality of Means T Df Sig. Mean Difference Std. Error Difference 7,6 7,6 56 53,167 .004 .004 11.9852 11.9852 1.5798 1.5758 Table 4 shows the student learning outcomes after receiving treatment. The signifi- cant value is 0.04 based on these findings (sig. 0.04). This demonstrates that the final skill test results of the two groups vary significantly. It is possible to conclude that the established 3D object product is very accurate. iJIM ‒ Vol. 15, No. 12, 2021 197 Short Paper—The Innovation of Disruptive Learning Media with Augmented Reality Based 3D Object... 4 Discussion This session's discussion was split into two parts. The development of augmented reality technology as an e-learning medium is one of these subjects. Then, to increase the standard of distance education for vocational students, AR technology will be used. 4.1 AR Technology development The AR technology developed in this study is one of the digital technology-based learning media. The validation results show that each of the three measures of e- learning media growth receives a perfect score. In addition, there are three key measures in the results of the validation of vocational content that have a high ac- ceptance rating, namely a percentage score of 100%. Student learning experiences are related to the role of online learning technology so that if the quality of learning technology is good, the quality of student learning experiences will be good [16]. According to some sources, in order to be creative with eLearning technology, the advantage of digital learning media used must be able to replicate real learning media, particularly in vocational education [17]. In this tech- nology, the suitability of the media display being developed is presented in detail on each AR page. Also, this technology development also takes into account the attrac- tiveness of the design and ease of use. In essence, this AR technology learning media acts as a means to achieve learning goals. Learning objectives exist to provide a focused mindset for students involved in the use of learning content, while the world of education views learning objectives as administrative requirements that have little impact on teaching or student performance [19]. The use of learning media following the target competency targets must have relevance. Learning media has the primary function of increasing the effectiveness of student learning [20]. This is unquestionably in line with the technology's key goal, which is to improve the standard of distance learning for technical education. The findings of the study on learning technology reveal that technology serves six primary functions. The role of this technology can enhance students' learning experiences in visual and auditory forms. The visual form consists of visual effects, images, anima- tion, and functions that focus students on important things and present concrete things, process complex information and increase student participation. The form of the hearing consists of background music and sound effects to arouse students' moti- vation and a learning experience [21], [22]. 4.2 The effectiveness of AR technology The improvement in the quality of distance learning for vocational students is one of the two key functions of developing AR learning media. AR learning environment can improve learning outcomes [23], [24]. AR learning media changes the focus of learning that leads to student-centeredness. Improving the standard of students' digital 198 http://www.i-jim.org Short Paper—The Innovation of Disruptive Learning Media with Augmented Reality Based 3D Object... literacy will help to improve the quality of their learning. AR learning media allows students to develop digital literacy skills, which will have an impact on learning out- comes [21]. This technology makes it easier for lecturers to solve problems with stu- dents' learning. Furthermore, lecturers can reflect, engage in conversation with stu- dents, and provide individualized assistance [25]. AR media can be said to be an in- novative learning media [26]. 5 Conclusion The findings are divided into several parts. This drilling machine has a high validi- ty because it was created using virtual reality technology and 3D models. The drill machine-based object-based 3D augmented reality technology that was developed has been shown to improve vocational students' comprehension skills in the classroom. The findings of this article's research and development can be seen as a starting point for creating more advanced learning technologies with a broader scope. 6 Acknowledgement Thank you to Universitas Negeri Malang (UM), which has enthusiastically funded this research under the PNBP UM 2020 and DRPM 2020 schemes. 7 References [1] F. Almeida and J. Simoes. (2019). The role of serious games, gamification and industry 4.0 tools in the education 4.0 paradigm. 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Media. 200 http://www.i-jim.org Short Paper—The Innovation of Disruptive Learning Media with Augmented Reality Based 3D Object... 8 Authors Andika Bagus Nur Rahma Putra is a lecturer at Universitas Negeri Malang's Faculty of Engineering. Her research focuses on the use of technology in vocational education. His work has appeared in a number of journals and conference proceed- ings. He owns over 70 copyrighted learning software programs and actively contrib- utes to the advancement of technology-based vocational education. Amat Mukhadis Amat Mukhadis is a Professor at Universitas Negeri Malang's Faculty of Engineering. Her primary research interests include educational reform, quality assurance in education, and vocational education. Her research paper has been published in peer-reviewed journals, and she has given presentations at national and international conferences. Nurul Ulfatin is a professor, Faculty of Education, Universitas Negeri Malang, In- donesia. Her research focus is on the field of education. She is active in many scien- tific activities as a resource. She is also a reviewer of national and international jour- nals. She has published many books related to curriculum, online learning media, and education policy. Tuwoso is an associate professor, Faculty of Education, Ma-lang State University, Indonesia. Research that has been carried out is all in the field of vocational educa- tion. He has produced many scientific works and books with a focus on vocational education. He is also active in carrying out community service programs at the na- tional and international levels. Mahfudi Sahly Subandi is a writer who is active in vocational education. There are many online applications and programs as a learning medium that he has devel- oped. He created the MOOC system as an interactive learning medium. Hardika is an associate professor, Faculty of Education, State University of Ma- lang, Indonesia. he is actively writing and researching related to social education. He has many published books, as well as articles published in reputable international journals. Currently he is the vice chairman of an educational institution (LP3) which is engaged in the development of lecturer pedagogic competencies. Article submitted 2021-01-28. Resubmitted 2021-03-02. Final acceptance 2021-03-03. Final version published as submitted by the authors. iJIM ‒ Vol. 15, No. 12, 2021 201