Background: Indonesian students’ reading comprehension proficiency remains a critical challenge, as evidenced by Indonesia’s ranking of 71st among 81 participating countries and economies in PISA 2022, with a reading score of 359, substantially below the OECD average.
Objective: This study presents a needs analysis as the foundational phase in developing an interactive augmented reality (AR) module based on Ethno-Meaningful Learning to improve senior high school students’ reading comprehension of observation report texts.
Methods: Using a descriptive qualitative approach, data were collected through questionnaires, interviews, and document analysis involving nine Indonesian language teachers and 34 students at SMA Pembangunan Padang.
Results: The results reveal significant gaps between current learning conditions and ideal learning requirements: (1) 88.9% of teachers still rely on conventional, text-based instruction; (2) 82.5% of students find reading lessons unmotivating; (3) 94.1% of students have never experienced AR-based learning; and (4) 100% of teachers confirmed the absence of interactive digital modules integrating local Minangkabau culture. A gap analysis across five dimensions (methods, media, content, technology, and literacy) confirms the urgent need for an innovative, culturally grounded, and technology-enabled learning solution.
Conclusion: These findings substantiate the need to develop an interactive AR-based module that integrates Ethno-Meaningful Learning principles to enhance students’ literal, inferential, and critical comprehension of observation report texts. This study contributes a culturally grounded and empirically validated framework for developing AR-based reading modules, thereby advancing the integration of ethnopedagogy and educational technology into Indonesian language instruction.
A. Zikri, A. Afnita, Syahrul Ramadhan et al.· Glosains Jurnal Sains Global...· 0 citations
Digital reading environments make students' reading processes more visible because they capture annotations, discussion posts, comprehension attempts, and activity logs. However, these traces are often reduced to participation totals rather than used to inform the design of reading pedagogy. This study developed and evaluated a dialogic digital reading learning environment for Indonesian literacy. Using a design-based mixed-methods approach, 100 undergraduate students engaged with genre-based Indonesian texts over six weeks through interactive annotation, threaded discussion, audio support, and comprehension practice. The dataset comprised 1,842 annotations, 1,126 discussion comments, pretest and posttest reading comprehension scores, platform activity logs, and 20 follow-up interviews. The learning environment was organized around five dialogic engagement dimensions: text-grounded noticing, inferential linking, evaluative stance, dialogic uptake, and metacognitive reflection. Coding showed strong interrater reliability (Cohen's kappa = .86). Reading comprehension increased from pretest (M = 69.84, SD = 9.18) to posttest (M = 83.72, SD = 7.64), t(99) = 15.99, p .001, with a repeated-measures effect size of dz = 1.60. Dialogic uptake and inferential linking were the strongest predictors of comprehension gain, and the regression model explained 65% of the variance. Interview findings indicated that annotations helped students locate textual difficulty, discussion threads supported peer-mediated interpretation, and comprehension tasks prompted students to return to the text rather than respond superficially. The study offers a pedagogical model for designing Indonesian digital reading environments as social, reflective, and evidence-informed learning spaces. Keywords: Digital reading, Dialogic engagement, Learning environment, Social annotation; Indonesian literacy.
Nursaid Nursaid, Mohamad Hafrison, Muhammad Islam Nasution et al.· Pedagogy Review· 0 citations
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