Can Problem-Based Learning with Augmented Reality Enhance Science Literacy and Learning Motivation? Development of a Model for Third-Grade Elementary Students

Authors

  • Amie Fitria Institut Keguruan dan Ilmu Pendidikan Siliwangi
  • Heris Hendriana Institut Keguruan dan Ilmu Pendidikan Siliwangi
  • Ryan Dwi Puspita Institut Keguruan dan Ilmu Pendidikan Siliwangi

DOI:

https://doi.org/10.22460/pej.v10i2.7599

Keywords:

augmented reality;, science literacy;, learning motivation;, problem-based learning;, elementary school

Abstract

Science literacy among elementary school students in Indonesia remains relatively low, while the integration of problem-based learning (PBL) and augmented reality (AR) at the early grade level has received limited empirical attention. This study aims to develop and test an AR-assisted PBL model to improve science literacy and learning motivation among third-grade elementary school students. The study employed an adapted Borg and Gall Research and Development model comprising initial product development and expert validation, instrument validity and reliability testing, three stages of product testing (limited, main field, and operational trials), and product revision at each stage. The participants were 75 third-grade students, with 25 students in each trial stage. Data were analyzed using paired t-tests and normalized N-Gain. Expert validation indicated that the model was feasible, with validity scores of 78.8% from media experts and 76.2% from material experts. Across all trial stages, science literacy increased significantly (p < 0.001) moderate N-Gain. Learning motivation also increased significantly, although gains ranged from low to moderate. Product practicality ranged from 74.6% to 82.3%. These findings demonstrate that AR-assisted PBL is an effective and practical approach for science learning in third-grade elementary schools and extend empirical evidence on PBL-AR integration in early-grade Indonesian elementary education.

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Published

2026-09-27

Issue

Vol. 10 No. 2 (2026): Volume 10, Number 2, September 2026

Section

Articles

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