The Effect of Augmented Reality-Assisted Semantic Mapping Strategies on Fourth-Grade Students’ Reading Skills in Fables

Diva Pramesti Sintiani; Diah Gusrayani; Prana Dwija Iswara

doi:10.17509/ret3qa28

Authors

Diva Pramesti Sintiani Universitas Pendidikan Indonesia Author
Diah Gusrayani Universitas Pendidikan Indonesia Author
Prana Dwija Iswara Universitas Pendidikan Indonesia Author

DOI:

https://doi.org/10.17509/ret3qa28

Keywords:

Augmented Reality, Fable Text, Reading Skills, Semantic Mapping

Abstract

The ability to read fables is one of the competencies that elementary school students need to master. However, many students still struggle to identify and understand the intrinsic elements contained in fables. This study aims to analyze the effect of the Augmented Reality (AR)-assisted Semantic Mapping strategy on the fable-reading skills of fourth-grade students at SDN 1 Ciwaringin. The study employed a quantitative approach using a quasi-experimental method and a nonequivalent control group design. The sample consisted of 67 students selected through purposive sampling. Data were collected using a fable text reading skills test consisting of 10 multiple-choice questions that measured the ability to identify the intrinsic elements of fable texts, including characters and characterization, setting, theme, plot, point of view, and moral. The data were analyzed using the Wilcoxon test, the Mann-Whitney U test, and the N-Gain measure. The results showed a significant difference between the experimental and control groups, with a significance value of 0.00 (< 0.05). The experimental group achieved an average N-Gain score of 0.77 (77.41%), classified as high, while the control group achieved 0.29 (29%), classified as low. These findings indicate that the Augmented Reality (AR)-assisted Semantic Mapping strategy is effective in improving elementary school students’ fable reading skills. The implications of this study suggest that the integration of the Semantic Mapping strategy and Augmented Reality (AR) technology can serve as an alternative reading instruction method that helps students understand the intrinsic elements of fables in a more structured and interactive manner

Author Biographies

Diah Gusrayani, Universitas Pendidikan Indonesia

Universitas Pendidikan Indonsia Kampus Sumedang
Prana Dwija Iswara, Universitas Pendidikan Indonesia

Universitas Pendidikan Indonesia Kampus Sumedang

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