Jul 2026· Journal of Innovation and Research in Primary Education· 0 citations
Abstract
Digital technology has increased demand for instructional media that address persistent difficulties in teaching abstract topics such as climate change, yet little empirical evidence exists on elementary students' needs and readiness for augmented reality (AR)-based learning media in Indonesia. This study analyzed fourth-grade students' needs for AR-based climate-change learning media within Ilmu Pengetahuan Alam dan Sosial (IPAS, Natural and Social Sciences) instruction and identified requirements to inform its design. Using a research and development approach following the Alessi and Trollip instructional design model, a structured fifteen-item Likert-scale questionnaire was administered to 60 fourth-grade students from two elementary schools in Palembang, Indonesia, and responses were analyzed descriptively through percentage distributions. Results showed that most students found climate-change material difficult to understand, strongly endorsed visual and interactive learning media, and reported high ownership and habitual use of personal digital devices, yet few were already familiar with AR technology. General interest in AR was considerably higher than interest specifically directed toward AR integrated with climate-change content, and student reports diverged from those attributed to teachers regarding existing interactive media use. These findings establish a pedagogical rationale and technological readiness for developing AR-based climate-change media, while cautioning that enthusiasm for AR cannot be assumed to transfer automatically across content domains, offering an empirical foundation for subsequent design of developmentally appropriate AR learning media.
This study aims to examine the development process, validity, and practicality of Augmented Reality-based learning media in enhancing fifth-grade students’ understanding of science concepts at SDN Inti Dolago on the topic “Seeing Because of Light.” Issues in science education indicate that students still struggle to grasp abstract concepts because instruction is dominated by lecture-based methods and the limited use of visual media. This study employed the Research and Development (R&D) method using the ADDIE model, implemented through the implementation stage. The research subjects consisted of 20 students, a classroom teacher, and two expert validators. Data were collected via expert validation sheets and user response questionnaires, analyzed using percentage techniques based on a Likert scale to determine the media’s validity and practicality levels. The novelty of this study lies in the development of Assemblr Edu-based Augmented Reality media on visual system material in elementary schools to support conceptual understanding through interactive three-dimensional object visualization.The results showed that the media received a validity score of 82.50% from subject matter experts and 84.00% from media experts, as well as positive responses from teachers and students, making it feasible and practical for use in IPAS learning.
Putri Nur Sakina Karadjo, H. Herlina, Sisriawan Lapasere et al.· Equator Science Journal· 0 citations
Background: Developing a reading culture among elementary school students is important for supporting literacy development and meaningful learning in Indonesia. Digital learning media may help teachers to provide more engaging and contextual reading materials. Augmented reality (AR)- and virtual reality (VR)-based digital pop-up books offer a possible direction for instructional media development, but such development should be grounded in teachers’ perceived needs.
Aim: This study described elementary school teachers’ perceptions and instructional needs regarding AR- and VR-based digital pop-up books to support reading culture in elementary education.
Setting: The study involved 137 elementary school teachers from Pandeglang Regency, Indonesia.
Methods: This descriptive quantitative survey collected data through a 25-item structured questionnaire. The instrument was developed as a content-reviewed needs assessment tool covering seven dimensions: reading culture achievement, authenticity, technological integration, functionality, communicative learning, contextuality and assessment. Data were analysed using frequencies, percentages and descriptive statistics.
Results: The mean agreement rate across the seven indicators was 85.14%. The highest agreement rates were found for technological integration and communicative learning, each at 88.00%, while the lowest agreement rate was for functionality at 80.00%.
Conclusion: The findings show that many teachers perceive the need for reading materials that are technologically integrated, communicative, contextual, authentic, functional and assessment-oriented.
Contribution: This study provides a descriptive needs assessment to inform the early development of AR- and VR-based digital pop-up books for elementary reading instruction. The findings represent teachers’ perceived needs, not evidence of media effectiveness. Further research should develop, validate and test the media in classroom settings.
Robiatul Munajah, Andi Kilawati, Budi Arifitama et al.· South African Journal of Chi...· 0 citations
Indonesia’s English proficiency remains comparatively low, while English learning media in secondary education rarely integrate locally meaningful cultural content, immersive mobile technology, and the educational dimensions of Sustainable Development Goal (SDG) 4.7. This gap is particularly visible in South Kalimantan, where Sasirangan—a traditional hand-dyed textile carrying philosophical meaning—has rarely been incorporated into English language learning. This study employed Design-Based Research (DBR) across four phases: analysis and exploration, design, development, and reflection/evaluation. A needs-analysis questionnaire was administered to 748 Grade 12 students from six senior high schools in South Kalimantan. The design phase involved a focus group discussion with six English teachers to formulate learning objectives, task structures, and AR-supported interactions for argumentative and discussion texts. The development phase produced an Android-based augmented reality application called SasiVision integrating Sasirangan cultural content into contextual English learning. The prototype was evaluated through expert validation involving media, material, and language experts, followed by a practicality survey involving 80 student users. The expert validation score reached 85.66%, indicating that the prototype was highly valid with minor revisions. The practicality score reached 71.4%, indicating that the application was practical for classroom use with revision. The highest student responses concerned multimodal learning support and clarity of AR-based Sasirangan visualization, while the lowest scores related to installation difficulty and technical performance, indicating the importance of device compatibility and infrastructure readiness in AR-assisted learning implementation. This study contributes a validated and practical prototype for contextual English learning that integrates augmented reality, local cultural heritage, and SDG 4.7-oriented education. The findings provide pedagogical design principles and implementation considerations for culturally contextualized AR-assisted language learning in secondary education, while establishing a foundation for future effectiveness studies examining learning outcomes and critical-thinking development.
Rizky Amelia, Heldiansyah, Siti Kustini et al.· Asian Journal of Interdiscip...· 0 citations
Augmented reality (AR) may support science, technology, engineering, and mathematics (STEM) teaching, but continued use depends on teachers’ readiness and implementation conditions. This mixed-methods, single-group pre-test/post-test study examined changes in perceived competence and views following an eight-week professional development program involving 23 volunteer secondary-school teachers of science, physics, biology, chemistry, mathematics, and computer education. Data sources were a 35-item questionnaire, semi-structured interviews analyzed thematically, and teacher-developed materials. Mean perceived competence increased from 2.38 (SD = 1.15) to 4.21 (SD = 0.77), t(22) = 7.57, p < 0.001, Cohen’s dz = 1.58. Participants reported benefits for visualizing abstract concepts, comprehension, lesson efficiency, motivation, and interactive material design. Reported barriers included internet and power interruptions, paid applications, unequal access to resources, and additional time demands. All 23 participants intended to use AR, and 18 believed they could train colleagues. The materials demonstrated practical engagement during the program. The findings indicate short-term implementation readiness and perceived feasibility, not sustained classroom use or causal effectiveness. Longitudinal follow-up, classroom observation, comparison groups, and student-outcome evidence are needed to assess continued implementation.
ABSTRACT
The continued reliance on printed teaching materials in elementary science (IPAS) ecosystem learning has created a gap between the presentation of scientific concepts and students' authentic learning experiences. This challenge becomes more evident when instructional materials fail to accommodate students' diverse learning needs while overlooking the potential of local wisdom as a meaningful contextual learning resource. This study aimed to identify the instructional needs for developing ethnoscience-based digital teaching materials for fifth-grade elementary students as a foundation for designing more adaptive learning resources. A qualitative descriptive approach was employed using a needs analysis framework through classroom observations, in-depth interviews with teachers, and document analysis of instructional planning conducted at SD Negeri 3 Penglatan and SD Negeri 1 Penglatan. The findings revealed that the predominance of static printed materials contributed to less engaging learning experiences and was insufficient to address the heterogeneity of students' academic abilities. The analysis further identified the need for interactive, flexible, and contextual digital teaching materials that support differentiated learning by integrating the Subak irrigation system as a representation of local ethnoscience. These findings provide a strong empirical basis for developing ethnoscience-based digital teaching materials and offer a conceptual foundation for designing elementary IPAS learning that is more adaptive, meaningful, and responsive to students' characteristics and local cultural contexts.
ABSTRAK
Kecenderungan penggunaan bahan ajar cetak pada pembelajaran IPAS materi ekosistem di sekolah dasar masih menyisakan kesenjangan antara penyajian konsep ilmiah dengan pengalaman belajar yang dekat dengan kehidupan peserta didik. Kondisi tersebut semakin terasa ketika materi belum mengakomodasi keberagaman kemampuan belajar siswa maupun potensi kearifan lokal sebagai sumber belajar yang kontekstual. Penelitian ini bertujuan mengidentifikasi kebutuhan pengembangan bahan ajar digital berbasis etnosains bagi siswa kelas V sekolah dasar sebagai dasar penyusunan desain pembelajaran yang lebih adaptif. Penelitian menggunakan pendekatan deskriptif kualitatif melalui needs analysis dengan tahapan observasi pembelajaran, wawancara mendalam bersama guru, serta analisis dokumen perangkat pembelajaran yang dilaksanakan di SD Negeri 3 Penglatan dan SD Negeri 1 Penglatan. Hasil penelitian menunjukkan bahwa dominasi media cetak statis menyebabkan pembelajaran kurang menarik dan belum mampu mengakomodasi heterogenitas kemampuan akademik siswa. Analisis juga mengungkap kebutuhan terhadap bahan ajar digital yang mendukung pembelajaran berdiferensiasi melalui penyajian konten yang interaktif, fleksibel, dan kontekstual dengan mengintegrasikan sistem Subak sebagai representasi etnosains lokal. Temuan tersebut menegaskan bahwa pengembangan bahan ajar digital berbasis etnosains memiliki landasan kebutuhan yang kuat sebagai acuan konseptual dalam merancang pembelajaran IPAS yang lebih adaptif, bermakna, dan relevan dengan karakteristik peserta didik serta lingkungan budayanya.
I. K. Y. Suastawan, Kadek Hengki Primayana, I. M. A. Winangun· LEARNING Jurnal Inovasi Pene...· 0 citations
Limited access to interactive and context-sensitive learning resources constrains junior high school students’ engagement with local culture. This study developed and evaluated augmented reality (AR)-enhanced digital teaching materials integrating Rokan Hulu Malay local wisdom to support students’ cultural literacy. The study followed the ADDIE model and involved three expert validators, a small-group trial (n = 10), and a large-group trial (n = 30) at SMP Negeri 1 Rambah, Indonesia. The large-group participants completed four 90-minute instructional sessions over two weeks and undertook cultural literacy pretests and posttests. Data were collected through validation sheets, student response questionnaires, and cultural literacy tests. Product validity was examined using Aiken’s V, practicality through descriptive statistics, and score improvement through the Shapiro–Wilk test, a paired-samples t-test, and normalized gain analysis. The materials obtained a mean Aiken’s V of 0.75. Practicality scores were 82.50% in the small-group trial and 82.03% in the large-group trial. Mean cultural literacy scores increased from 61.27 ± 8.15 to 83.43 ± 7.28, t(29) = −13.542, p < .001, with a moderate N-gain of 0.57. The findings indicate that the materials were valid and practical and were associated with improved cultural literacy; however, the one-group design limits causal interpretation.
Ike Betria, I. Rahmawati, Mi’rajul Rifqi et al.· JPI: Jurnal Pustaka Indonesi...· 0 citations