Jul 2026· Journal of General Education and Humanities· Vol 5· 0 citations· 25 references
TL;DR
Developing and evaluating Augmented Reality learning media based on a deep learning approach to improve children's scientific literacy at RA Al Qur’an Dina effectively enhanced early childhood scientific literacy through interactive and meaningful learning experiences.
Abstract
Scientific literacy is a fundamental competency that should be developed from early childhood, yet many early childhood education institutions continue to rely on conventional instructional media that offer limited opportunities for interactive, meaningful science learning. Although Augmented Reality (AR) has demonstrated potential for enhancing learning engagement, few studies have integrated AR with a deep learning approach to foster early childhood scientific literacy through meaningful, mindful, and joyful learning experiences. Therefore, this study aimed to develop and evaluate Augmented Reality learning media based on a deep learning approach to improve children's scientific literacy at RA Al Qur’an Dina. This Research and Development (R&D) study employed the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. Data were collected through interviews, observations, expert validation questionnaires, response questionnaires, and pretest–posttest instruments involving early childhood learners. The findings indicated that the developed media were valid and feasible, as assessed by media, material, and instrument experts. The results of the Focus Group Discussion (FGD), small group trials, and Training of Trainers (TOT) also confirmed that the media were practical, engaging, and easy to implement. Furthermore, large-group testing demonstrated a substantial improvement in children's scientific literacy, reflected in an N-Gain score of 0.98 (high category) and an effectiveness level of 97.93% (highly effective category). In conclusion, the developed Augmented Reality learning media effectively enhanced early childhood scientific literacy through interactive and meaningful learning experiences.
The findings showed that the developed media met validity criteria based on assessments by subject-matter, media, and language experts, while also demonstrating high practicality for teachers and students.
Wiwi Fismariza, R. Yefterson, Azmi Fitrisia et al.· ARMADA : Jurnal Penelitian M...· 0 citations
An augmented reality learning medium integrated with a deep-learning-oriented pedagogy for the Solar System topic supports the feasibility and educational promise of combining interactive AR visualization with cognitively engaging pedagogy.
Bagas Brilian Ramadhan, Meida Wulan Sari, S. Yamtinah et al.· Kognisi: Jurnal Ilmu Kegurua...· 0 citations
Early childhood teachers increasingly recognize the importance of inclusive and differentiated literacy instruction; however, many struggle to translate this understanding into classroom practice. This study aims to design and develop an adaptive literacy module based on Universal Design for Learning (UDL) to support teachers in addressing learner variability in early childhood education. The study employed a Research and Development approach using the ADDIE model, limited to the analysis, design, and development stages. Data were collected through teacher surveys, focus group discussions, classroom observations, and expert validation sheet. Data were analyzed by using descriptive and thematic approaches. The findings indicate that teachers have strong conceptual awareness of inclusive and differentiated learning but face significant challenges in needs mapping, process differentiation, product differentiation, and time management, reflecting a gap in procedural knowledge. In response, an adaptive literacy module was developed emphasizing instructional flexibility, multimodal engagement, and multiple means of action and expression in line with UDL principles. This study concludes that a design-oriented instructional module can serve as a practical solution to bridge the gap between theory and classroom practice, with implications for supporting inclusive literacy learning and advancing the goals of quality education.
E. Windiastuti, F. Isnaini, Ajeng Fitri Untariana et al.· Lectura: Jurnal Pendidikan· 0 citations
Early reading skills are a fundamental aspect of emergent literacy and play an important role in children's future academic success. However, observations at Harapan Bunda Preschool revealed that literacy learning activities still relied primarily on printed books and student worksheets, while the use of digital learning media remained limited. This study aimed to develop and validate Canva-based learning media to support early reading activities among children aged 5–6 years. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The participants were 10 children aged 5–6 years enrolled in Harapan Bunda Preschool. Data were collected using media validation sheets, material validation sheets, teacher response questionnaires, and observation sheets to assess children's early reading skills. The validation results showed that the Canva-based learning media received feasibility scores of 91% from media experts and 93% from material experts, both categorized as very feasible according to the established validation criteria. During implementation, the same group of children participated in both the small-group and large-group trial stages. Observation scores increased from 48.75% in the initial trial stage to 90% in the subsequent implementation stage. These findings indicate that the developed Canva-based learning media is feasible and appropriate for supporting early reading activities in preschool settings. Further studies using experimental designs are recommended to examine its effectiveness in improving children's reading outcomes.
Rahma Rahma, Salpina Salpina, Darmiati Darmiati et al.· Journal of General Education...· 0 citations
The rapid advancement of digital technology has transformed educational practices, including early childhood education, through the integration of educational applications that support interactive and engaging learning experiences. However, empirical evidence regarding the contribution of these applications to learning effectiveness among young learners remains limited. Therefore, this study aims to examine the role of educational applications in enhancing learning effectiveness by investigating their relationship with learning engagement and outcomes. This study employed a quantitative approach using a survey method involving 188 early childhood education teachers who actively utilize educational applications in classroom learning. Data were collected through structured questionnaires and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate the measurement and structural models. The findings indicate that the use of educational applications significantly enhances learning effectiveness by increasing student engagement, supporting interactive learning activities, and facilitating more efficient instructional delivery. Educational applications also positively influence children’s motivation and participation, which contribute to improved learning outcomes and classroom experiences. These findings suggest that technology-supported learning environments can effectively complement conventional teaching approaches in early childhood education. In conclusion, educational applications represent valuable instructional tools for improving learning effectiveness and supporting the quality of early childhood education. The findings provide practical implications for educators, school administrators, and policymakers in promoting effective educational technology integration to create engaging and sustainable learning environments for young children
Kursih Sulastriningsih, Zakia Hary Nisa, Eka Dawn Avery et al.· Jurnal MENTARI: Manajemen, P...· 0 citations
Most technology advancements for early childhood education focus on cognitive development. They tend to neglect character education that incorporates local wisdom and integrative methods. Thus, this study aims to design, develop, and evaluate a brain-based learning (BBL) and Tri Kaya Parisudha values (Manacika, Wacika, Kayika) Augmented Reality (AR) framework. Using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model of instructional design, the development process of the AR framework is made as systematic as possible. The developed AR media is interactive and provides multisensory, emotionally fused learning experiences through 3D visualization, animation, and interactive story. Such experiences are designed to stimulate neural pathways important for cognitive and moral development. The learning experiences align with the thematic teaching of the positive values integrated into the Indonesian early childhood education (ECE) curriculum. The validity and practicability of the AR framework were assessed through expert review and its functionality with preschool-aged children, using a quasi-experimental design. The design of the pedagogical media and the integration of culture were validated by the experts and scored highly for validity. The classroom application had an exceptionally positive impact on children's prosocial, critical thinking, and communicative behavior. The study claims that the suggested AR framework is a constructive technological and pedagogical framework to promote Character Education. It integrates cutting-edge technology, neuroscientific learning, and cultural values, providing a model to design contextually appropriate educational technology for early childhood education.
Ni Made Citariani, K. Agustini, I. K. Suartama et al.· Digital Technologies Researc...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
