Development of Augmented Reality Interactive Media to Support Reading Skills in Elementary Students
DOI:
https://doi.org/10.30587/didaktika.v32i2.11186Keywords:
Interactive Media, Augmented Reality, Reading Skills, Elementary StudentsAbstract
Reading skills are essential for elementary students’ academic development, yet conventional reading instruction often lacks interactivity and student engagement. This study aimed to develop an augmented reality–based interactive learning media to support reading skills in elementary education. A research and development approach was employed using the ADDIE model, comprising analysis, design, development, implementation, and evaluation stages. The study involved 23 fourth-grade students, one classroom teacher, and two expert validators (material and media experts). Data were collected through expert validation sheets and teacher and student response questionnaires, then analyzed descriptively using percentage scores. The results indicated that the learning content achieved a feasibility score of 82% (very feasible), while the media design obtained a score of 75% (feasible). User responses showed very positive results, with a 100% positive response from the teacher and a 90% positive response from students. These findings demonstrate that the developed augmented reality–based interactive learning media is pedagogically appropriate, technically feasible, and well accepted in elementary reading instruction. The study concludes that augmented reality has strong potential to support interactive and multisensory reading activities, thereby enhancing student engagement. Further research is recommended to examine the effectiveness of this media on students’ reading achievement through experimental designs and broader implementation contexts.
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