Analisis Kebutuhan Pengembangan E-LKM Berbasis Discovery Learning Terintegrasi Augmented Reality pada Materi Struktur Atom Training and Mentoring in the Creation of ASUH Food and Beverages to Develop the Potential for an Entrepreneurial Spirit from an Early Age among WNI in Oil Palm Plantation Areas in Malaysia

Abstract

The development of digital teaching materials for chemistry instruction needs to consider learning conditions and student characteristics to align with needs in the field. This study aimed to analyze the need for developing E-LKM based on discovery learning and integrated with augmented reality (AR) for atomic structure. The study employed a descriptive approach, with preliminary data collected through structured interviews with three chemistry teachers and a needs analysis questionnaire completed by 111 students. Data were analyzed using descriptive percentages and qualitative descriptions of the teachers’ responses. The interview results showed that the teachers regarded atomic structure as a difficult topic. Assessment information referenced in the study indicated that 76.57% of students had not met the learning achievement criteria. The questionnaire results showed that 67% of students considered atomic structure moderately difficult and 17% considered it difficult. Instruction remained dominated by teacher explanations (54%), while textbooks were the most frequently used learning resource (57%). A total of 72% of students had difficulty visualizing the arrangement of protons, neutrons, and electrons, and 82% used mobile phones more frequently for social media than for learning. Nevertheless, 70% of students reported enjoying the use of technology to support learning, and 75% were interested or very interested in digital teaching materials accessible through mobile phones. These findings indicate a need for a structured E-LKM that guides students through the stages of discovery learning and provides three-dimensional visualizations through AR. This study provides a basis for designing digital teaching materials aligned with the needs of atomic structure instruction. However, the findings are limited to a preliminary needs analysis and do not yet provide evidence of the product’s validity or effectiveness.