Design Thinking Dan Value Proposition Canvas Dalam Pengembangan Media Pembelajaran Augmented Reality
DOI:
https://doi.org/10.31980/petik.v11i2.2637Keywords:
design thinking, value co-creation, augmented reality, mata pelajaran ekonomi, sekolahAbstract
Abstrak
Dalam era Society 5.0 dan Revolusi Industri 4.0, pendidikan harus beradaptasi dengan kemajuan teknologi untuk mempersiapkan siswa menghadapi tantangan masa depan. Sejalan dengan Kurikulum Merdeka yang menekankan perubahan paradigma dalam pembelajaran, guru berperan sebagai fasilitator yang mendorong inovasi dan mengintegrasikan teknologi pendidikan yang mutakhir. Salah satu teknologi yang berkembang dalam pendidikan adalah Augmented Reality (AR). Penelitian ini bertujuan untuk mengidentifikasi kebutuhan siswa dan guru terhadap media pembelajaran berbasis AR dalam mata pelajaran ekonomi serta mengeksplorasi spesifikasi fitur AR yang relevan untuk mendukung proses pembelajaran. Penelitian ini menggunakan pendekatan design thinking, yang terdiri dari tiga tahap utama: empathize, define, dan ideate. Tahap define dan ideate diformulasikan menggunakan Value Proposition Canvas (VPC). Data dikumpulkan melalui observasi partisipatif dan wawancara semi terstruktur dengan siswa dan guru ekonomi. Hasil penelitian menunjukkan bahwa mayoritas siswa dan guru membutuhkan AR sebagai media pembelajaran untuk meningkatkan interaktivitas dan pemahaman terhadap konsep ekonomi yang kompleks. Penelitian ini menyimpulkan bahwa media pembelajaran berbasis AR memiliki potensi signifikan dalam mendukung pendidikan ekonomi. Pengembangan AR perlu mempertimbangkan kebutuhan pengguna, integrasi dengan metode pembelajaran konvensional, serta solusi terhadap kendala teknis yang ada.
Kata Kunci: Design thinking; Value co-creation; Mata pelajaran ekonomi; Sekolah.
Abstract
In the era of Society 5.0 and the Industrial Revolution 4.0, education must adapt to technological advancements to prepare students for future challenges. Aligned with the Merdeka Curriculum, which emphasizes a paradigm shift in learning, teachers serve as facilitators who drive innovation and integrate cutting-edge educational technology. One of the emerging technologies in education is Augmented Reality (AR). This study aims to identify the needs of students and teachers for AR-based learning media in economics and to explore the relevant AR feature specifications to support the learning process. This study employs a design thinking approach, which consists of three main stages: empathize, define, and ideate. The define and ideate stages are formulated using the Value Proposition Canvas (VPC). Data were collected through observations participant and semi-structure interviews with students and economics teachers. The findings reveal that the majority of students and teachers require AR as a learning medium to enhance interactivity and understanding of complex economic concepts. This study concludes that AR-based learning media have significant potential in supporting economics education. AR development should consider user needs, integration with conventional teaching methods, and solutions to existing technical constraints.
Keyword: Design thinking; Value co-creation; Economics subject; School.
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