Moch Bayu Ibrahim , Suwito Eko Pramono, Fakhruddin Fakhruddin, Bambang Subali

Implementation of Augmented Reality-Based Pop-Up Books to Enhance Elementary Students’ Understanding of Ecosystem Concepts

Introduction

Implementation of augmented reality-based pop-up books to enhance elementary students’ understanding of ecosystem concepts. Explore how AR Pop-Up Books effectively boost elementary students' understanding of ecosystem concepts. Significant gains in learning outcomes and high engagement achieved.

Abstract

This study aims to implement and examine the effectiveness of an Augmented Reality (AR) based Pop-Up Book in enhancing elementary students’ understanding of ecosystem concepts. The research employed a One Group Pretest-Posttest Design, involving 139 fifth-grade students from five elementary schools in Surabaya City, Indonesia. The research instruments consisted of a concept comprehension test, observation sheets, and a student response questionnaire. Data were analyzed using a paired-sample t-test and the Normalized Gain (N-Gain) calculation. The findings revealed a significant improvement in students’ learning outcomes, with an average pretest score of 62 and posttest score of 89, resulting in an N-Gain of 0.70, which falls within the high category. Moreover, the classical mastery level reached 100%, and the student response rate toward the media was 98%, categorized as very positive. The AR-based Pop-Up Book proved to be effective in helping students comprehend ecosystem concepts, as it enables them to visualize interrelationships among organisms, energy flow, and biotic–abiotic components in a concrete, engaging, and interactive manner. Furthermore, this medium enhanced students’ motivation, participation, and engagement throughout the learning process. Hence, the AR-based Pop-Up Book can serve as an innovative, contextual, and effective science learning medium aligned with the characteristics of 21st century learners.

Review

This study presents a compelling case for integrating Augmented Reality (AR) technology into elementary science education through the innovative medium of AR-based Pop-Up Books. The research effectively demonstrates a significant enhancement in fifth-grade students' understanding of complex ecosystem concepts. The clear methodology, employing a One Group Pretest-Posttest Design with a substantial sample of 139 students, yielded robust quantitative evidence of improved learning outcomes, highlighted by a notable increase in average scores from 62 to 89, and an impressive N-Gain of 0.70, falling within the high effectiveness category. The findings unequivocally support the potential of this interactive medium to revolutionize concept comprehension in young learners. A key strength of this intervention lies in its ability to facilitate concrete visualization of abstract scientific principles, enabling students to grasp intricate interrelationships, energy flows, and biotic-abiotic components within ecosystems. The abstract clearly articulates how the AR Pop-Up Book fosters an engaging and interactive learning environment, which in turn significantly boosted student motivation, participation, and overall engagement. The reported 100% classical mastery level and overwhelmingly positive student response rate (98%) further underscore the media's success in creating an enjoyable and effective learning experience, truly aligning with the demands and characteristics of 21st-century learners who thrive on interactive and technologically-enhanced educational tools. While the results strongly advocate for the efficacy of AR-based Pop-Up Books, it is important to acknowledge the inherent design considerations of a one-group pretest-posttest study, which, while demonstrating improvement, does not provide a comparative baseline against a control group or traditional methods. Future research could expand upon these promising findings by incorporating a comparative design to more definitively establish the unique contribution of the AR intervention. Nevertheless, this study makes a valuable contribution to the fields of educational technology and elementary science education by showcasing an effective, contextual, and innovative approach to teaching complex concepts. The AR-based Pop-Up Book presented here holds significant promise as a scalable and impactful tool for enhancing scientific literacy in elementary students, warranting further exploration and implementation.

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