Development of Augmented Reality Teaching Materials ‎Integrating Local Wisdom to Improve Junior High School ‎Students’ Cultural Literacy

Integrating augmented reality and local wisdom in teaching exponents: A strategy to improve students’ mathematical literacy

Developing mathematical literacy in exponent learning requires students to connect authentic experiences, representations, and mathematical ideas. This study developed and evaluated Augmented Reality (AR)-enhanced instructional materials using local wisdom as an authentic context and AR as a pedagogical mediator. A Research and Development design following the ADDIE model was employed. The materials were validated by 11 mathematics teachers, and the literacy assessment was reviewed by two teachers. A limited implementation involved 72 eighth-grade students from two junior secondary schools in Kupang, Indonesia. Data were collected through validation sheets, questionnaires, observations, and pretest–posttest assessments. Mean validation scores were 3.55 out of 4.00 for content, 3.60 for media, and 3.25 for the assessment instrument. Student and teacher practicality scores were 81.10% and 96%, respectively. Students’ mean mathematical literacy score increased from 58.72 (SD = 12.64) to 82.57 (SD = 11.80), t(71) = 20.63, p < 0.001, with a very large within-group effect size (Cohen’s dz = 2.43) and a moderate N-gain of 0.60. These findings indicate that integrating local wisdom and AR offers a valid, practical, and promising pedagogical mechanism for supporting mathematical literacy in exponent learning.

Infinity Integrating augmented reality and local wisdom in teaching exponents: A strategy to improve students’ mathematical literacy

Development of Augmented Reality Learning Media Integrated with Experiential Learning to Enhance Students’ Chronological Thinking in High School History

This study aimed to develop and evaluate Augmented Reality (AR)-based learning media integrated with Experiential Learning Theory (ELT) to improve students’ chronological thinking skills. The study employed a Research and Development (R&D) method comprising needs analysis, design, development, expert validation, revision, and small- and large-group trials. The participants were Year 10 students (Phase E) at SMA Negeri 12 Padang. Data were collected through validation sheets, practicality questionnaires, and chronological thinking tests, then analysed using qualitative and quantitative descriptive techniques. The findings showed that the developed media met validity criteria based on assessments by subject-matter, media, and language experts, while also demonstrating high practicality for teachers and students. The media was also effective in improving students’ ability to sequence events, understand temporal relationships, and interpret historical timelines. Therefore, integrating AR with ELT offers an innovative approach to meaningful, experience-based history learning in classrooms.

Enhancing Junior High School Students’ English Proficiency Through Interactive Case-Based Learning

The integration of learner-centered pedagogy and digital technology has become increasingly important for improving English language learning outcomes. Therefore, this study aimed to investigate the effectiveness of integrating CBL with interactive media to enhance students’ English language proficiency for junior high school students. The study employed an exploratory case study design using mixed methods. Participants included junior high school students and English teachers involved in the implementation of CBL supported by interactive media. Data were collected through pre- and post-tests, questionnaires, classroom observations, and interviews. Instrument reliability analysis indicated acceptable internal consistency (Cronbach’s α = 0.7613). The findings revealed substantial improvements in students’ learning outcomes. The mean score increased from 52.00 on the pre-test to 83.00 on the post-test, exceeding the minimum passing criterion of 75.00. Learning performance also became more consistent, as reflected in the reduction of the standard deviation from 6.51 to 3.61 and the increase in minimum scores from 45 to 74. Questionnaire results showed that student engagement demonstrated the strongest construct validity, while perceived improvement showed adequate validity and motivation exhibited a weaker correlation. Qualitative evidence further indicated higher levels of engagement, clearer understanding of learning materials, greater confidence in English use, and more active classroom interaction. The study concludes that integrating CBL with interactive media effectively enhances English proficiency, engagement, and learner confidence. These findings provide practical guidance for implementing technology-enhanced, learner-centered English instruction in secondary education.

Development of context-based interactive PowerPoint media to enhance junior high school students’ mathematical problem-solving skills

This study aimed to develop context-based interactive PowerPoint media and to evaluate its validity, practicality, and the outcomes of its implementation for junior high school students’ mathematical problem-solving skills. The study employed the Research and Development (R&D) method, adapting the ADDIE development model. The product was evaluated through implementation with a single group using a one-group pretest–posttest design without a control group, involving 30 seventh-grade students of Class VII-C at SMP Negeri 2 Takokak. Data were collected using validation sheets completed by subject-matter and media experts, practicality questionnaires distributed to teachers and students, and mathematical problem-solving tests administered at the pretest and posttest stages. The developed media obtained validity ratings of 97.58% from subject-matter experts and 91.67% from media experts, placing it in the “highly valid” category. Practicality was confirmed by very positive teacher responses of 97.62%, while student responses reached 83.85% in the small-group test and rose to 88.72% in the field test, indicating that the media is very practical. Implementation was also accompanied by an improvement in students’ mathematical problem-solving skills, as shown by an increase in the mean score from 49.85 to 89.69, a 100% mastery rate, and an N-Gain of 0.80, which falls into the “high” category. Based on the results of the Wilcoxon Signed-Rank Test, all students achieved higher posttest scores compared to their pretest scores (Positive Ranks = 30; Negative Ranks = 0). Because the evaluation involved only one group without a control group, the findings indicate an improvement in mathematical problem-solving skills following implementation of the media, but they cannot yet establish a cause-and-effect relationship. Overall, the context-based interactive PowerPoint media developed in this study demonstrates a very high level of validity and practicality, and its implementation was followed by an increase in students’ mathematical problem-solving skills.

Development of Augmented Reality-Based Student Worksheets for Science Lessons to Enhance Elementary School Students Learning Motivation

This study aimed to develop an Augmented Reality-based Student Worksheet for science learning to improve elementary school students' learning motivation. The study was motivated by students' low learning motivation and the use of conventional teaching materials that were less effective in facilitating the understanding of abstract science concepts. This research employed the Research and Development (R&D) method using the ADDIE model. The participants were 20 fifth-grade students of  Linggapura  04 elementary school. Data were collected through expert validation sheets, student response questionnaires, and learning motivation questionnaires, then analyzed using validity, reliability, normality, Paired Sample t-test, and N-Gain tests. The results indicated material, media, and language validation scores of 94.6%, 91.2%, and 84.7%, respectively, with a practicality score of 85.87%. The Paired Sample t-test (p = 0.000 < 0.05) and N-Gain score (0.3967, moderate) showed that the developed LKPD was valid, practical, and effective in improving students' learning motivation.