Beyond the Textbook: Komik AR Synergia dan Transformasi Pembelajaran Sumber Energi di Kelas V SD Beyond the Textbook: Synergia AR Comic and the Transformation of Energy Sources Learning in Grade V Elementary School
Article Sidebar
Page Numbers:
5737-5747
Digital Object Identifier:
10.58578/yasin.v6i5.11294
Viewed: 31 times
Downloaded: 24 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:Shonia Arum Kurniawati1*, Aan Nurfahrudianto2, Jatmiko3
Copyright :Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
The dominance of teacher-centered instruction and the limited use of interactive media constitute barriers to improving students’ learning outcomes in abstract Natural and Social Sciences (IPAS) content. This condition was evident among fifth-grade students at SDN Gondang 1, Bojonegoro Regency, only 48.3% of whom achieved learning mastery based on the Learning Objective Achievement Criteria (KKTP) score of 73 for energy sources content. This study aimed to develop the Augmented Reality (AR)-based SYNERGIA Comic and analyze its validity, practicality, and effectiveness in improving fifth-grade students’ learning outcomes in energy sources content. The study employed a research and development method using the 4D model, which comprised the define, design, develop, and disseminate stages, and was conducted at SDN Gondang 1 from February to July 2026. Product validation involved two validators, namely a subject matter expert and a media expert. Product trials were conducted through a limited trial involving 10 students and an extensive trial involving 24 students. Validity and practicality data were collected using a Likert-scale questionnaire consisting of 10 statement items, whereas media effectiveness was analyzed using N-gain scores. The results showed that the media achieved a subject matter validity level of 90% and a media validity level of 88%, both of which were categorized as highly valid. The practicality level reached 98% based on the teacher’s assessment, 94% based on students’ responses in the limited trial, and 97.08% in the extensive trial, all of which were categorized as highly practical. The mean N-gain score reached 0.91 in the limited trial and 0.80 in the extensive trial, both of which were categorized as highly effective, with classical mastery of 100% at both testing stages. Thus, the AR-based SYNERGIA Comic was declared valid, practical, and highly effective as an IPAS learning medium for energy sources content. These findings contribute to the development of technology-based learning in elementary schools and provide teachers with a practical alternative for helping students understand abstract scientific concepts within the context of the Kurikulum Merdeka.
Citation Metrics:
Downloads
Citation Metrics & Similar Scopus Articles
-
Azhand A. (2027)Teaching Persian derivational affixes to non-Persian speakers from a Cognitive Morphology Approach: A case study of nominal suffixes (kar, gar, ban, baz, -ande)Language Related Research, 17(4), 469-497
-
Vural G. (2027)Determining the robust drivers of CO2 emissions in Africa: Machine learning and panel econometric evidence on the Environmental Kuznets Curve hypothesisUnconventional Resources, 17
-
Kenzhaliyev B.K. (2027)Predicting Copper Production Cycles in Hydrometallurgy with Interpretable Machine LearningKompleksnoe Ispolzovanie Mineralnogo Syra, 341(2), 5-15
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Akbar, S. (2013). Instrumen Perangkat Pembelajaran. PT Remaja Rosdakarya.
Alfarizi, M., Nasihudin, N., & Mahmud, M. R. (2024). Pengembangan Media Pembelajaran Augmented Reality (AR) untuk Meningkatkan Hasil Belajar Siswa pada Pelajaran IPA. Jurnal Riset dan Inovasi Pembelajaran, 4(3), 1989–2000. https://doi.org/10.51574/jrip.v4i3.2269
Andriyani, N. L., Cahyono, H., & Tryanasari, D. (2023). Pengembangan Media Augmented Reality pada Pembelajaran IPAS Kelas V SD. Pendas: Jurnal Ilmiah Pendidikan Dasar, 8(2), 1132–1147.
Badan Standar, Kurikulum, dan Asesmen Pendidikan. (2024). Keputusan Kepala Badan Standar, Kurikulum, dan Asesmen Pendidikan Nomor 031/H/KR/2024 tentang Kompetensi dan Tema Projek Penguatan Profil Pelajar Pancasila. https://guru.kemendikdasmen.go.id/dokumen/MykDXR0WwX?parentCategory=Pendidikan+Karakter
H, U. A. D., Arsyad, W., & Adnan. (2024). Implikasi Penggunaan Media Pembelajaran Digital terhadap Perkembangan Kognitif Siswa Ditinjauh dari Teori Jean Piaget. JIIP: Jurnal Ilmiah Ilmu Pendidikan, 7(12), 13557–13562. https://doi.org/10.54371/jiip.v7i12.6357
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (2002). Instructional media and technologies for learning (7th ed.). Merrill Prentice Hall.
Muhidin, U., Mulyasa, E., & Fathurrohman, A. (2021). Kompetensi Pedagogik Guru dalam Meningkatkan Mutu Pendidikan Aqidah Akhlak di MI: Studi Kasus pada Kelas V MI Panamur Kersamanah Kabupaten Garut. Jurnal Manajemen Pendidikan Al Hadi, 1(2), 59–71. https://doi.org/10.31602/jmpd.v1i2.5137
Nieveen, N. (1999). Prototyping to reach product quality. In J. van den Akker, R. M. Branch, K. Gustafson, N. Nieveen, & T. Plomp (Eds.), Design approaches and tools in education and training (pp. 125–135). Kluwer Academic Publishers. https://doi.org/10.1007/978-94-011-4255-7_10
Oktaviani, W., Chan, F., Hayati, D. K., & Syaferi, A. (2020). Meningkatkan Rasa Ingin Tahu Siswa pada Pembelajaran IPA melalui Model Discovery Learning. Al Jahiz: Journal of Biology Education Research, 1(2), 109–123. https://doi.org/10.32332/al-jahiz.v1i2.2755
Prensky, M. (2001). Digital game-based learning. Paragon House.
Santika, P. A., Saputro, D. R. S., & Kurdhi, N. A. (2024). Bibliometric analysis of vector error correction model. NUCLEUS, 5(1), 37–45. https://doi.org/10.37010/nuc.v5i1.1541
Santrock, J. W. (2021). Educational psychology. Erlangga.
Smaldino, S. E., Lowther, D. L., & Mims, C. (2019). Instructional technology and media for learning (12th ed.). Pearson.
Sundayana, R. (2020). Statistika Penelitian Pendidikan (2nd ed.). Alfabeta.
Wulandari, T., Ramli, M., & Muzzazinah. (2020). The assessment of understanding biological concepts: A systematic review. Journal of Physics: Conference Series, 1563(1), Article 012030. https://doi.org/10.1088/1742-6596/1563/1/012030
Yilmaz, R. M. (2021). Educational augmented reality technology with narrative approach in improving cognitive engagement of students. Computers & Education, 163.