Development of Assemblr-Integrated Augmented Reality Science Media for Enhancing Elementary Students’ Critical Thinking Skills
DOI:
https://doi.org/10.32832/at-tadib.v10i2.23735Keywords:
Augmented Reality, Science Learning Media, Assemblr, Critical Thinking SkillsAbstract
The limited use of interactive learning media and the low level of elementary students’ critical thinking skills have become major challenges in science learning. This study aimed to develop Assemblr-integrated Augmented Reality (AR) science learning media and evaluate its feasibility and effectiveness in improving the critical thinking skills of fourth-grade elementary school students. This research employed the Research and Development (R&D) method using the ADDIE model. The participants were 60 fourth-grade students divided into an experimental class and a control class. Data were collected through expert validation questionnaires, pretests, posttests, and documentation. The data were analyzed using descriptive statistics, N-Gain analysis, the Wilcoxon Signed Rank Test, and the Mann–Whitney U Test. The developed media obtained validation scores of 91.9% from material experts, 91.6% from language experts, and 87.0% from design experts, with an overall average of 90.2%, indicating that the media was highly feasible. The experimental class achieved an N-Gain score of 0.71 (high category), while the Wilcoxon Signed Rank Test and Mann–Whitney U Test revealed statistically significant differences (p< 0.05). These findings indicate that Assemblr-integrated AR learning media is feasible and effective in improving the critical thinking skills of fourth-grade elementary school students.
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