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All Journal Jurnal Bidang Pendidikan Dasar The Eastasouth Journal of Learning and Educations
Ayi Abdurahman
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.
Pedagogical Competency Analysis in the Application of the E-A-S-I (Exposure - Analogy - Social Action - Impact Writing) Learning Model Based on Basic Literacy Nenden Hendarsih; Dyah Lyesmaya; Ayi Abdurahman
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.v4i01.1088

Abstract

This study aims to evaluate and analyze teachers' pedagogical competence in implementing the E-A-S-I (Exposure, Analogy, Social Action, Impact Writing) learning model based on basic literacy at SDN Cipanengah, Sukabumi City. A qualitative approach with a case study design was used, involving five teachers from grades III to VI as participants. Data collection techniques included in-depth interviews, non-participant classroom observations, and document analysis of lesson plans and student artifacts. The findings indicate that although teachers successfully conceptualized and designed structured lesson plans that align with the student-centered approach, they faced substantial tactical obstacles during actual classroom practice. The main obstacles were identified at the Analogy and Impact Writing stages due to the deeply rooted teacher-centered paradigm and students' low critical reading and writing skills. Furthermore, spatial constraints and excessively large class sizes limited physical mobility during the Social Action stage. This study recommends a shift in teacher professional development from technical-procedural workshops to ongoing reflective mentoring and internal professional learning communities (Learning Studies) to foster strong teacher agency.
Co-Authors Dyah Lyesmaya Entit Puspita Hillman Arif Imam Robandi Nenden Hendarsih