PENGEMBANGAN DIORAMA BERBASIS AUGMENTED REALITY (AR) PADA MATERI METAMORFOSIS DALAM MENINGKATKAN SELF REGULATED DAN LITERASI SAINS SISWA SEKOLAH DASAR

Abstract

This study aims to develop an instructional media in the form of a diorama integrated with Augmented Reality (AR) technology on the topic of metamorphosis, targeting the enhancement of self-regulated learning and scientific literacy among third-grade elementary school students. The research employed a Research and Development (R&D) approach, following the stages of the ASSURE instructional design model. For field implementation, a One Group Pretest-Posttest Design was used as the experimental method. Data collection involved four techniques: pre-development interviews, questionnaires, test instruments, and documentation. The results of media expert validation showed a validity score of 92.6%, categorized as highly valid. Similarly, content expert validation yielded a score of 90%, also considered highly valid. Teacher responses to the developed media were very positive, with an appropriateness score of 94%. Student responses, based on both questionnaire results and test outcomes, indicated a significant improvement in self-regulated learning and scientific literacy. The average N-gain score was 0.4824 for self-regulated learning and 0.6460 for scientific literacy, both classified as moderate improvements. Furthermore, MANOVA test results (Tests of Between-Subjects Effects) revealed a significance value of 0.007 for the self-regulated learning variable and 0.003 for scientific literacy. Since both values are below the 0.05 significance level, it can be concluded that the AR-based diorama media had a statistically significant effect on both variables.