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All Journal Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian
Novaria Jannah
Nahdlatul Ulama University of Sidoarjo
Education

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Development of Augmented Reality Learning Media for Classifying Animals by Food Type in Elementary Science Rossa Ilma Silviah; Novaria Jannah; Lailatul Mufidah
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 1 (2026): Vol. 12 No. 1 Februari 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n1.p1-17

Abstract

Elementary science lessons on classifying animals by food type often rely on static media that offer limited opportunities for interaction. This study aimed to describe the development of augmented reality (AR) learning media built on the Assemblr Edu platform using the ADDIE model, and to examine whether and how the media meets criteria of validity, practicality, and effectiveness among third-grade students. A research and development design was applied with 16 third-grade students, one material expert, one media expert, and one classroom teacher. The instruments were expert validation sheets, teacher and student response questionnaires, and an evaluation test, and the data were analyzed descriptively as percentages. The material expert and the media expert gave scores of 91.11% and 82.5%, respectively, both in the very valid category. The teacher response reached 91.11% (very practical) and the student response reached 85.63% (practical). A total of 13 of 16 students (81.25%) reached the minimum completion criterion, with a class mean of 83.6, which met the effectiveness criterion set in this study. These findings suggest that the media is feasible for classroom use as a supplement to science instruction, although the small sample, the absence of a comparison group and a pretest, and the delivery of the lesson by the researcher limit generalizability. Future studies should apply pretest-posttest designs with comparison groups, teacher-led implementation, and longer instructional periods.
Examining Students' Collaborative Skills in an Artificial Intelligence-Assisted Think-Pair-Share Cooperative Learning Model Aditya Sita Dewi; Novaria Jannah; Ika Putri Rahayu; Annas Solihin; Hafiz Bin Idrus
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 1 (2026): Vol. 12 No. 1 Februari 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n1.p91-106

Abstract

Collaborative skills are central to primary education, and limited research has examined whether artificial intelligence (AI) support embedded in Think-Pair-Share (TPS) cooperative learning relates to these skills in primary school integrated natural and social science learning, so this study aimed to examine whether and how an AI-assisted TPS model is implemented and how it relates to students' collaborative skills. A quantitative approach with a causal-associative orientation was applied, using questionnaires, observation sheets completed by two observers, and documentation to capture teachers' and students' responses, teacher implementation, and six indicators of collaborative skills. Expert validation of the response questionnaires reached 94%, observation of teacher implementation reached 92.5% across the think, pair, and share stages, the mutual respect indicator reached 96%, and teachers and students reported positive responses. These descriptive findings indicate that the model was implemented in line with its syntax and was accompanied by high observed collaborative behavior, although the absence of a comparison group means that the findings require testing in experimental studies.
Co-Authors Aditya Sita Dewi Annas Solihin Hafiz Bin Idrus Ika Putri Rahayu Lailatul Mufidah Rossa Ilma Silviah