Development of an Augmented Reality Book Based on Science Inquiry for Early Childhood

Hendrik Siswono, Ianatuz Zahro, Arie Eko Cahyono

Abstract


This study aims to develop an Augmented Reality (AR)-based learning medium using a Science Inquiry approach to enhance science literacy among early childhood learners. The study follows the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). The research subjects included early childhood students and teachers from two preschools in Jember, Indonesia. Research instruments involved observations, questionnaires, and interviews to assess children's understanding, engagement, and motivation, as well as teacher satisfaction and ease of use. Data analysis techniques included both formative and summative evaluations: formative evaluation examined each stage of the ADDIE model, while summative evaluation assessed the AR medium's effectiveness in enhancing science literacy and overall learning experience. Trial results show that the use of AR significantly improves children's understanding of scientific concepts, active engagement, and motivation in learning science. Additionally, both children and teachers rated the AR media as easy to use, with high levels of satisfaction reported by teachers, underscoring the medium’s accessibility and impact. Summative evaluations reveal that the AR medium positively impacts science literacy, with an overall rating of "excellent." Consequently, AR-based media with a Science Inquiry approach shows great promise as an innovative solution for improving science literacy among young children in Indonesia.

Keywords


Augmented Reality; Science Literacy; Early Childhood; Learning Media; Science Inquiry.

Full Text:

PDF

References


Afrianto, I., Faishal, A., & Atin, S. (2019). Hijaiyah letter interactive learning for mild mental retardation children using Gillingham method and augmented reality. International Journal of Advanced Computer Science and Applications, 10(6). https://doi.org/10.14569/ijacsa.2019.0100643

Asrial, A., Kurniawan, D., & Anandari, Q. (2020). Digitalization of ethno constructivism based module for elementary school students. Jurnal Ilmu Pendidikan, 25(1), 33. https://doi.org/10.17977/um048v25i1p33-42

Astini, B., Gunawan, G., & Sriwarthini, N. (2023). Analysis of scientific educational game tools implementation for early childhood students in west nusa tenggara. Jurnal Penelitian Pendidikan Ipa, 9(1), 427–432. https://doi.org/10.29303/jppipa.v9i1.2942

Atikah, C. (2023). Pengembangan media pembelajaran berbasis augmented reality pada tema binatang purba untuk meningkatkan kemampuan kognitif anak usia dini kelompok B (5-6) tahun di TK Tunas Insan Kamil Kota Serang. JEA (Jurnal Edukasi Aud), 9(2), 89–101. https://doi.org/10.18592/jea.v9i2.9326

Bhala, M. (2024). Penerapan media pohon literasi dalam meningkatkan minat baca sains siswa sd. Jurnal Ilmiah Pendidikan Citra Bakti, 11(2), 344–357. https://doi.org/10.38048/jipcb.v11i2.3299

Carroll, J., Holliman, A., Weir, F., & Baroody, A. (2018). Literacy interest, home literacy environment and emergent literacy skills in preschoolers. Journal of Research in Reading, 42(1), 150–161. https://doi.org/10.1111/1467-9817.12255

Chrismanto, A. (2024). Peran program kelas dalam membina literasi sains pada anak usia dini. Jurnal Mentari Manajemen Pendidikan Dan Teknologi Informasi, 2(2), 176–187. https://doi.org/10.33050/mentari.v2i2.490

Dewi, L., Jumini, S., & Adi, N. (2022). Implementasi media pohon literasi untuk meningkatkan literasi sains murid pada mata pelajaran ipa. Journal of Education and Teaching (Jet), 3(2), 247–267. https://doi.org/10.51454/jet.v3i2.190

DÜZYOL, E., YILDIRIM, G., & ÖZYILMAZ, G. (2022). Investigation of the effect of augmented reality application on preschool children’s knowledge of space. Journal of Educational Technology and Online Learning, 5(1), 190–203. https://doi.org/10.31681/jetol.976885

Eddy, C., & W., A. (2022). Rancang bangun aplikasi pembelajaran alat-alat optik berbasis augmented reality. Jurnal Informatika, 11(1), 98. https://doi.org/10.55340/jiu.v11i1.958

Ekhsan, H., Khairi, M., & Hamid, J. (2022). Enhancing sign language learning with augmented reality. Journal of Computing Research and Innovation, 7(1), 139–146. https://doi.org/10.24191/jcrinn.v7i1.277

Elsayed, S., & Al-Najrani, H. (2021). Effectiveness of augmented reality on improving the visual thinking in mathematics and academic motivation for middle school students. Eurasia Journal of Mathematics Science and Technology Education, 17(8), em1991. https://doi.org/10.29333/ejmste/11069

Faiza, M., Yani, M., & Suprijono, A. (2022). Efektivitas penggunaan media pembelajaran IPS berbasis augmented reality untuk meningkatkan kompetensi pengetahuan siswa. Jurnal Basicedu, 6(5), 8686–8694. https://doi.org/10.31004/basicedu.v6i5.3901

Febriani, N. (2023). Pengaruh model pembelajaran inkuiri dengan media realia terhadap literasi sains anak usia 4-5 tahun. Jieec (Journal of Islamic Education for Early Childhood), 5(2), 1. https://doi.org/10.30587/jieec.v5i2.5801

Firda, A., & Suharni, S. (2022). Tingkat kemampuan literasi sains guru pendidikan anak usia dini. Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini, 6(5), 3868–3876. https://doi.org/10.31004/obsesi.v6i5.1928

Fitriani, L., Rahayu, R., & Firmansyah, R. (2022). Rancang bangun media pembelajaran pengenalan organ dalam tubuh manusia dengan penerapan metode augmented reality. Jurnal Algoritma, 18(2), 574–582. https://doi.org/10.33364/algoritma/v.18-2.971

Hadiyanto. (2020). Constructing a prototype of developing students’ 21st century skills; soft skills, hard skills and competiveness at a university in Indonesia. https://doi.org/10.4108/eai.30-9-2019.2291171

Hibana, H., & Surahman, S. (2021). Kompetensi digital guru dalam upaya meningkatkan capaian pendidikan anak usia dini. Jurnal Studi Guru Dan Pembelajaran, 4(3), 607–615. https://doi.org/10.30605/jsgp.4.3.2021.1392

Hsu, Y., Lin, Y., & Yang, B. (2016). Impact of augmented reality lessons on students’ STEM interest. Research and Practice in Technology Enhanced Learning, 12(1). https://doi.org/10.1186/s41039-016-0039-z

Jelita, J., Syarfina, S., & Fadhila, N. (2022). Plant puzzle: how to apply it to increase children’s interest in learning science? Child Education Journal, 4(1), 50–60. https://doi.org/10.33086/cej.v4i1.2822

Juniati, N., Jufri, A., & Yamin, M. (2020). Penggunaan multimedia pembelajaran untuk meningkatkan literasi sains siswa. Jurnal Pijar Mipa, 15(4), 312–316. https://doi.org/10.29303/jpm.v15i4.1975

Kewalramani, S., & Havu‐Nuutinen, S. (2019). Preschool teachers’ beliefs and pedagogical practices in the integration of technology: a case for engaging young children in scientific inquiry. Eurasia Journal of Mathematics Science and Technology Education, 15(12). https://doi.org/10.29333/ejmste/109949

Khan, T., Johnston, K., & Ophoff, J. (2019). The impact of an augmented reality application on learning motivation of students. Advances in Human-Computer Interaction, 1–14. https://doi.org/10.1155/2019/7208494

Latip, A., & Faisal, A. (2021). Upaya peningkatan literasi sains siswa melalui media pembelajaran ipa berbasis komputer. Jurnal Pendidikan Uniga, 15(1), 444. https://doi.org/10.52434/jp.v15i1.1179

Madanipour, P., & Cohrssen, C. (2019). Augmented reality as a form of digital technology in early childhood education. Australasian Journal of Early Childhood, 45(1), 5–13. https://doi.org/10.1177/1836939119885311

Masmuzidin, M., Hussein, N., Rahman, A., & Hasman, M. (2020). Learning the Malay traditional musical instruments by using augmented reality application. Journal of Engineering and Applied Sciences, 15(7), 1622–1625. https://doi.org/10.36478/jeasci.2020.1622.1625

Maulana, I., Suryani, N., & Asrowi, A. (2019). Augmented reality: solusi pembelajaran ipa di era revolusi industri 4.0. Proceedings of the Icecrs, 2(1), 19–26. https://doi.org/10.21070/picecrs.v2i1.2399

Maullidyawati, T., & Hidayah, R. (2022). Penerapan model pembelajaran inkuiri terbimbing untuk melatihkan literasi sains peserta didik pada materi kesetimbangan kimia. Ar-Razi Jurnal Ilmiah, 10(1). https://doi.org/10.29406/ar-r.v10i1.3664

Mayar, F., Uzlah, U., Nurhamidah, N., Rahmawati, R., & Desmila, D. (2022). Pengaruh lingkungan sekitar untuk pengembangan kreativitas anak usia dini. Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini, 6(5), 4794–4802. https://doi.org/10.31004/obsesi.v6i5.2665

Mirawati, M., & Nugraha, R. (2017). Meningkatkan keterampilan proses sains anak usia dini melalui aktivitas berkebun. Early Childhood Jurnal Pendidikan, 1(1), 13–27. https://doi.org/10.35568/earlychildhood.v1i1.50

Morgan, P., Farkas, G., Hillemeier, M., & Maczuga, S. (2016). Science achievement gaps begin very early, persist, and are largely explained by modifiable factors. Educational Researcher, 45(1), 18–35. https://doi.org/10.3102/0013189x16633182

MZ, A., Aprillya, M., & Bianto, M. (2022). Science augmented reality program media for elementary school students. JPI (Jurnal Pendidikan Indonesia), 11(3), 457–465. https://doi.org/10.23887/jpiundiksha.v11i3.41378

Nurhayani, N., & Nurhafizah, N. (2022). Media dan metode pengembangan literasi anak usia dini di Kuttab Al Huffazh Payakumbuh. Jurnal Basicedu, 6(6), 9333–9343. https://doi.org/10.31004/basicedu.v6i6.3598

Olumorin, C. (2022). Design and development of human excretory system model to teach a biology concept in Ilorin, Nigeria. Indonesian Journal of Teaching in Science, 2(2), 107–116. https://doi.org/10.17509/ijotis.v2i2.45782

Quro, Q., & Choiriyah, C. (2022). Exploration of the application of story-based science literacy learning strategies and experimental projects in early childhood. Journal of Early Childhood Education (Jece), 3(2), 75–89. https://doi.org/10.15408/jece.v0i0.22202

Rand, M., & Morrow, L. (2021). The contribution of play experiences in early literacy: expanding the science of reading. Reading Research Quarterly, 56(S1). https://doi.org/10.1002/rrq.383

Rini, D. (2021). Virtual zoo: learning media based on augmented reality for early childhood. https://doi.org/10.2991/assehr.k.211212.009

Riyanti, I., Copriady, J., & Linda, R. (2022). Student needs analysis for the development of augmented reality integrated e-modules about particles in science learning. Unnes Science Education Journal, 11(2), 115–122. https://doi.org/10.15294/usej.v11i2.58309

Rudnik, Y. (2022). Teacher students training to implement ar and vr technologies in foreign language teaching. The Modern Higher Education Review, 7, 99–110. https://doi.org/10.28925/2518-7635.2022.78

Rumalolas, N., Rosely, M., Nunaki, J., Damopolii, I., & Kandowangko, N. (2021). The inquiry-based student book integrated with local resources: the impact on student science process skill. Journal of Research in Instructional, 1(2), 133–146. https://doi.org/10.30862/jri.v1i2.17

Rusdawati, R., & Eliza, D. (2022). Pengembangan video pembelajaran literasi sains anak usia dini 5-6 tahun untuk belajar dari rumah. Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini, 6(4), 3648–3658. https://doi.org/10.31004/obsesi.v6i4.1750

Saçkes, M., Trundle, K., Bell, R., & O’Connell, A. (2010). The influence of early science experience in kindergarten on children’s immediate and later science achievement: evidence from the early childhood longitudinal study. Journal of Research in Science Teaching, 48(2), 217–235. https://doi.org/10.1002/tea.20395

Saputra, D., Susilo, S., Abidin, Y., & Mulyati, T. (2022). Augmented reality in science learning for elementary school students. https://doi.org/10.4108/eai.25-11-2021.2318819

Savitri, E., Dewi, N., & Amalia, A. (2021). Real science mask with QR code to improve digital literation. Unnes Science Education Journal, 10(1), 34–40. https://doi.org/10.15294/usej.v10i1.42537

Segers, E., Kleemans, T., & Verhoeven, L. (2015). Role of parent literacy and numeracy expectations and activities in predicting early numeracy skills.

Stajcic, M. (2023). Teachers’ considerations for a digitalised learning context of preschool science. Research in Science Education, 54(3), 499–521. https://doi.org/10.1007/s11165-023-10150-5

Turnbull, N. (2023). Development of Osomo Prompt mobile application on elderly population for village health volunteers using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. https://doi.org/10.3233/shti230107

Welsh, J., Nix, R., Blair, C., Bierman, K., & Nelson, K. (2010). The development of cognitive skills and gains in academic school readiness for children from low-income families. Journal of Educational Psychology, 102(1), 43–53. https://doi.org/10.1037/a0016738

Widayanti, I. (2023). Developing STEM-based Powtoon animation videos to enhance critical thinking skills in elementary school students. Journal of Integrated Elementary Education, 3(2), 98–108. https://doi.org/10.21580/jieed.v3i2.17483

Widayati, J., Safrina, R., & Supriyati, Y. (2020). Analisis pengembangan literasi sains anak usia dini melalui alat permainan edukatif. Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini, 5(1), 654. https://doi.org/10.31004/obsesi.v5i1.692

Wijaya, K., & Dewi, P. (2021). Pembelajaran sains anak usia dini dengan model pembelajaran children learning in science. Jurnal Studi Guru Dan Pembelajaran, 4(1), 142–146. https://doi.org/10.30605/jsgp.4.1.2021.554

Yang, Y., Cai, S., Wen, Y., Li, J., & Jiao, X. (2021). Ar learning environment integrated with eia inquiry model: enhancing scientific literacy and reducing cognitive load of students. Sustainability, 13(22), 12787. https://doi.org/10.3390/su132212787




DOI: https://doi.org/10.33394/jk.v10i4.12984

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 The Author(s)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran

E-ISSN: 2442-7667

Published by LPPM Universitas Pendidikan Mandalika

Email: [email protected] 

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.