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All Journal Jurnal Bidang Pendidikan Dasar The Eastasouth Journal of Learning and Educations
Entit Puspita
Nusa Putra University
Education

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Effectiveness of the AR-based EASI (exposure analogy social action impact writing) learning model on conceptual understanding of human motion systems in elementary schools Dyah Lyesmaya; Hillman Arif; Entit Puspita; Ayi Abdurahman; Imam Robandi
Jurnal Bidang Pendidikan Dasar Vol 10 No 2 (2026): June
Publisher : Universitas Kanjuruhan Malang

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Abstract

Teaching abstract science concepts like the human motion system remains challenging in elementary schools. This study compared four learning models to improve students’ conceptual understanding: AR-integrated EASI, EASI without AR, AR-only, and conventional lecture–discussion. Using a quasi-experimental design, 120 sixth-graders from four Indonesian elementary schools were tested using SOLO Taxonomy-based instruments. Data were analyzed via ANOVA and Tukey HSD tests. Results showed significant differences among groups (p = 0.000). The EASI+AR model yielded the highest improvement (N-Gain = 0.7287) and significantly outperformed AR-only and conventional models. AR alone did not significantly enhance understanding. In conclusion, technology integration requires a solid pedagogical framework like EASI to effectively boost conceptual understanding. Practically, these findings imply that educators and curriculum developers must prioritize pedagogically-driven technology rather than standalone digital tools to optimize elementary science learning.
The Creative Thinking Process of Elementary School Students in Solving Mathematics Story Problems Reviewed from Learning Styles Ai Mulyani; Entit Puspita; Dyah Lyesmaya
The Eastasouth Journal of Learning and Educations Vol. 4 No. 01 (2026): The Eastasouth Journal of Learning and Educations (ESLE)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/esle.v4i01.1087

Abstract

Current elementary school mathematics instruction tends to be procedural and homogenous, thus under-facilitating diverse learning styles and impacting students' low mathematical creative thinking skills in solving word problems. This study aims to in-depth describe elementary school students' creative thinking processes in solving math word problems, considering their visual, auditory, and kinesthetic learning styles. Using a qualitative approach with a phenomenological design, this study involved sixth-grade students at Pamuruyan 9 Elementary School, Sukabumi Regency. The sample was selected using a snowball sampling technique based on a learning style questionnaire, resulting in six students representing the three dominant learning modalities. Data analysis applied Moustakas' phenomenological model (epoche, horizontalizing, categorization, textual-structural description, and conclusion drawing). The results showed that elaboration was the most dominant indicator across all subjects, while fluency and flexibility showed the greatest variation across learning style groups. The novelty of this study lies in its comprehensive mechanistic mapping of the navigation of creative components based on learning modalities at the elementary school level. The implication emphasizes the importance of implementing differentiated learning based on learning styles to optimize students' potential and mathematical creative thinking abilities.
Co-Authors Ai Mulyani Ayi Abdurahman Dyah Lyesmaya Hillman Arif Imam Robandi