Integration of Assemblr Edu-Based Augmented Reality in Supporting Students’ 4Cs Competen-Cies in English Language Teaching SMP Negeri 1 Gido

Abstract

The integration of digital technology in education has encouraged the use of innovative learning media to enhance students’ twenty-first-century competencies. This study aimed to analyze the integration of Assemblr Edu-based Augmented Reality (AR) in English language teaching, its contribution to students’ 4Cs competencies, and the challenges encountered during its implementation in Grade VIII-A at SMP Negeri 1 Gido. This study employed a descriptive qualitative design involving one English teacher and 32 students. Data were collected through classroom observations, field notes, interviews, and documentation and analyzed using thematic analysis. The findings revealed that Assemblr Edu-based AR was integrated through preparation, learning interaction, and evaluation stages. Students observed AR scenes, discussed environmental problems, responded to questions, completed collaborative tasks, and presented their ideas. The use of AR supported the development of critical thinking, creativity, collaboration, and communication by enabling students to analyze contextual environmental issues, generate and express ideas, work collaboratively to solve tasks, and communicate their responses through discussions and presentations. However, several challenges were identified, including unstable internet connectivity, difficulties in scanning AR markers, limited familiarity with AR applications, and students’ limited confidence in using English. In conclusion, Assemblr Edu-based AR can support interactive, contextual, and student-centered English learning while facilitating the development of students’ 4Cs competencies. Its effective implementation, however, requires appropriate pedagogical planning, technical preparation, and teacher guidance. The findings imply that AR can be integrated strategically into English instruction to create meaningful learning experiences and strengthen students’ twenty-first-century skills.