Augmented Reality for Cultural Awareness Education: Design, Validation, and Impact on Elementary School Students in Indonesia
Keywords:
augmented reality; cultural awareness; media design; elementary school students; validationAbstract
This study set out to develop augmented reality (AR) for learning media, focusing on determining how a valid product design impacts the cultural awareness of elementary school students in Indonesia. The product was assessed in terms of improvement in learning outcomes, practicality of the product during use, and an in-depth analysis of student attitudes and behaviors that reflect cultural awareness. The research was based on the Borg and Gall research and development model, with media development following the SDLC (system development life cycle) method. A mixed-methods sequential explanatory design was adopted. Product revisions were based on quantitative and qualitative analyses through a literature review. The research was conducted through validation tests by experts with expertise in the fields of learning, digital media, and media product use, while testing was carried out on a sample of 80 fourth-grade elementary school students in Indonesia. The study used extensive participant observation, questionnaires, and student assessment sheets. Data analysis entailed descriptive statistics, n-gain, normality test, and correlation tests. The results showed that the developed product obtained an approval percentage of 81.25% and 86.25% from expert validators, with input for improvements in audio, color integration, and visual clarity. The n-gain score was 0.45, with an average increase per indicator of 41.20 points, practicality achievement of 81.13%, and the level of influence of AR media on cultural awareness at 48.12%. The qualitative analysis showed that the students demonstrated attitudes and behaviors that reflected an increase in cultural awareness within themselves.
https://doi.org/10.26803/ijlter.25.3.51
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