Accelerating Elementary School Students' Critical Thinking Skills through Visual Scaffolding Integrated with Assemblr Edu Augmented Reality in Science Learning

Restiyanita Restiyanita; Muhammad Nurwahidin; Rangga Firdaus; Helmy Fitriawan; Bayu Saputra

doi:10.17509/didaktika.v6i1.14

Authors

Restiyanita Restiyanita Universitas Lampung Author
Muhammad Nurwahidin Universitas Lampung Author
Rangga Firdaus Universitas Lampung Author
Helmy Fitriawan Universitas Lampung Author
Bayu Saputra Universitas Lampung Author

DOI:

https://doi.org/10.17509/didaktika.v6i1.14

Abstract

This study aims to develop an interactive learning medium integrated with Augmented Reality (AR) through Assemblr Edu and to evaluate its effectiveness in enhancing elementary school students' critical thinking skills regarding the states of matter. The research was prompted by the low level of students' critical thinking skills, caused by the prevalence of conventional teaching methods and the abstract nature of the subject matter. This study employed a Research and Development (R&D) approach using the ADDIE model. Field testing was conducted at SD Negeri 1 Sukarame using a Quasi-Experimental design, involving Grade IV B as the control class and Grade IV C as the experimental class. Data were collected through expert validation, questionnaires, and essay tests. The results indicate that the AR-integrated visual scaffolding product is highly feasible, with expert validation scores of 93.3% for media and 96.74% for content, and a practicality score of 94%. The effectiveness test using the Paired Sample T-Test yielded a significance value of 0.000 (p < 0.05), with an N-gain increase of 0.62 (moderate category) in the experimental class, which was significantly higher than that in the control class. It is concluded that the application of AR learning media is effective and practical in enhancing students' critical thinking skills. The practical implications of this research suggest that educators can adapt AR technology as visual scaffolding to facilitate meaningful science learning in primary education, even within contexts of limited digital infrastructure.

Author Biographies

Restiyanita Restiyanita, Universitas Lampung

https://orcid.org/0009-0003-1541-293X
Muhammad Nurwahidin, Universitas Lampung

https://orcid.org/0000-0002-0217-2960
Rangga Firdaus, Universitas Lampung

https://orcid.org/0000-0003-4139-9946
Helmy Fitriawan, Universitas Lampung

https://orcid.org/0000-0002-8683-8124
Bayu Saputra, Universitas Lampung

https://orcid.org/0000-0001-7519-8013

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