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All Journal Journal of Educational Technology and Learning Creativity
Teguh Ardianto
Babunnajah Pandeglang Teacher Training and Education College
Computer Science & IT Education

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Development of Immersive Augmented Reality Learning Media Integrated with Ethnoscience: A Design-Based Research Approach Andri Imam Subekhi; Nandang Kusmana; Bagus Ardi Saputro; Yusup Junaedi; Teguh Ardianto
Journal of Educational Technology and Learning Creativity Vol. 4 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v4i1.3193

Abstract

Purpose of the study: This study aimed to develop, validate, and evaluate an Augmented Reality (AR)-based e-module integrated with Madurese bull-racing ethnoscience (SMART) to enhance junior high school students’ numeracy skills and scientific literacy through contextualized and meaningful science learning experiences. Methodology: This study employed a Design-Based Research (DBR) approach based on the Reeves model, combined with a quasi-experimental pretest–posttest control group design. The participants consisted of 64 eighth-grade students from junior high schools in East Java, Indonesia. Data were collected through expert validation sheets, Likert-scale questionnaires, classroom observations, and achievement tests. The data were analyzed using Aiken’s V, normalized gain (N-gain), ANCOVA, and Cohen’s d effect size analysis. Main Findings: The SMART e-module demonstrated high validity (Aiken’s V = 0.87) and excellent practicality (88.6%). The experimental group showed greater improvements in numeracy and scientific literacy than the control group, with N-gain scores ranging from 0.65 to 0.72, indicating moderate-to-high learning gains. ANCOVA results revealed a significant effect of the intervention on students’ learning outcomes (F(1,61) = 18.74, p < 0.001, η² = 0.23). In addition, students exhibited consistently high levels of behavioral, emotional, and cognitive engagement throughout the learning process. Novelty/Originality of this study: This study presents an innovative integration of Augmented Reality technology and Madurese ethnoscience within a Design-Based Research framework to support contextual science learning. The study contributes to the existing literature by demonstrating that culturally responsive AR-based learning materials can effectively foster conceptual understanding, scientific reasoning, numeracy proficiency, and higher-order thinking skills simultaneously.
Generative AI Ethno-Digital Comics Enhancing Socio-Cultural Awareness and Value-Based Learning in Elementary Education Teguh Ardianto; Nandang Kusmana; Sobri Sobri; Yusup Junaedi; Andri Imam Subekhi
Journal of Educational Technology and Learning Creativity Vol. 4 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v4i1.3249

Abstract

Purpose of the study: This study aimed to develop and evaluate an AI-assisted ethno-digital comic using AI Comic Factory to improve elementary students’ cultural literacy, character development, and learning engagement in culturally responsive learning contexts. Methodology: This study employed a Design-Based Research (DBR) approach involving analysis, design, and evaluation phases. Participants consisted of 60 elementary students from Grades IV–VI and 12 students in a preliminary trial from two schools in Banten, Indonesia. Data were collected through expert validation, questionnaires, observations, and field testing, then analyzed using Aiken’s V, Cronbach’s Alpha, ICC, N-gain, and Cohen’s d. Main Findings: The developed comic demonstrated high validity (Aiken’s V = 0.88–0.94) and strong reliability (α = 0.89). Field implementation showed significant improvement in students’ socio-cultural awareness (N-gain = 0.70; Cohen’s d = 2.02), character development (d = 1.77), and learning engagement (M = 4.34; ICC = 0.89). Emotional and reflective engagement showed greater improvement than behavioral and cognitive engagement. In addition, Technology Acceptance Model (TAM) results indicated very high user acceptance, particularly in behavioral intention (BI = 4.58) and perceived usefulness (PU = 4.52). Novelty/Originality of this study: This study proposes an AI-assisted ethno-digital story-based learning model integrating generative AI, culturally responsive pedagogy, and DBR to support immersive cultural storytelling and measurable character-based learning outcomes in elementary education.
Co-Authors Andri Imam Subekhi Bagus Ardi Saputro Nandang Kusmana Nandang Kusmana Sobri Sobri Yusup Junaedi