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DEVELOPING VIRTUAL TOUR REALITY–BASED LEARNING MEDIA FOR INTRODUCING THE LOCAL CULTURAL SITE OF THE PUTRI PUKES CAVE FOR YOUNG LEARNERS Sapitri, Eliza; Umar bin Abd Aziz; Fitriani, Dewi; M.Pd, Umar bin Abd Aziz
Bunayya Vol 12 No 1 (2026): Januari 2026
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/bunayya.v12i1.33515

Introducing local culture to early childhood requires engaging and contextual learning media. The limited availability of learning media capable of visually and interactively presenting local cultural objects poses a challenge for teachers in introducing such local culture. This research aims to develop Virtual Tour Reality (VTR)-based learning media for early childhood children to introduce the local culture of Putri Pukes Cave located in Central Aceh. This study employs the Research and Development method with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research involved 1 subject matter expert validator and 1 media expert validator, and was trialed with 39 children aged 5-6 years. The learning media was developed using the 360 Sphere Camera Foxpoi application and Lapentor software, which can be accessed via mobile phones and laptops. The results indicate validation feasibility scores of 90% from the subject matter expert, 82.5% from the media expert, and a child response test score of 90%; thus, the VTR learning media is deemed highly suitable for use as a learning medium to introduce the local culture of Gua Putri Pukes to early childhood learners.

DEVELOPING VIRTUAL TOUR REALITY–BASED LEARNING MEDIA FOR INTRODUCING THE LOCAL CULTURAL SITE OF THE PUTRI PUKES CAVE FOR YOUNG LEARNERS Sapitri, Eliza; Umar bin Abd Aziz; Fitriani, Dewi; M.Pd, Umar bin Abd Aziz
Bunayya Vol 12 No 1 (2026): Januari 2026
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/bunayya.v12i1.33515

Introducing local culture to early childhood requires engaging and contextual learning media. The limited availability of learning media capable of visually and interactively presenting local cultural objects poses a challenge for teachers in introducing such local culture. This research aims to develop Virtual Tour Reality (VTR)-based learning media for early childhood children to introduce the local culture of Putri Pukes Cave located in Central Aceh. This study employs the Research and Development method with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research involved 1 subject matter expert validator and 1 media expert validator, and was trialed with 39 children aged 5-6 years. The learning media was developed using the 360 Sphere Camera Foxpoi application and Lapentor software, which can be accessed via mobile phones and laptops. The results indicate validation feasibility scores of 90% from the subject matter expert, 82.5% from the media expert, and a child response test score of 90%; thus, the VTR learning media is deemed highly suitable for use as a learning medium to introduce the local culture of Gua Putri Pukes to early childhood learners.

ANALISIS PEMENUHAN STANDAR NASIONAL PERPUSTAKAAN (SNP 009:2011) DI PERPUSTAKAAN SMAN 1 INDRAPURI Cut Fajarna; Husaini Husda; Umar bin Abd. Aziz; Sabaruddin
LIBRIA Vol. 17 No. 2 (2025): LIBRIA: LIBRARY OF UIN AR-RANIRY
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/33739

Pembahasan pada penelitian mengenai analisis pemenuhan Standar Nasional Perpustakaan (SNP) (009:2011) di Perpustakaan SMAN 1 Indrapuri”. Dengan tujuan untuk mengetahui perpustakaan SMAN 1 Indrapuri sudah memenuhi Standar Nasional Perpustakaan (SNP 009:2011) serta untuk mengetahui faktor pendukung dan penghambat pemenuhan SNP. Metode yang digunakan deskriptif kualifikasi dengan menggunakan subjek (SNP 009:2011) dan objek mengunakan observasi. Teknik analisa data melalui tahapan-tahapannya yaitu reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan perpustakaan SMAN 1 Indrapuri secara garis besar belum sesuai dengan Standar Nasional Perpustakaan (SNP 09:2011). Berdasarkan undang-undang nomor 43 tahun 2007 tentang perpustaaan pasal 11 yang mencantumkan SNP, SMAN 1 Indrapuri hanya memenuhi 2 standar dari 6 standar yang ada yaitu, tenaga perpustakaan dan penyelenggaraan perpustakaan. Sedangkan standar koleksi, standar sarana dan prasarana, standar pelayanan perpustakaan, dan standar pengelolaan belum terpenuhi. Sedangkan faktor kendala dan penghambat dalam pemenuhan (SNP 009:2011) salah satunya adalah anggaran yang dianggarkan sekolah untuk perpustakaan.

Fostering Tsunami Preparedness in Early Childhood: A Gamified Learning Approach for Banda Aceh Fauzatul Uzma; Dewi Fitriani; Umar bin Abd Aziz
Journal of Islamic Education Students (JIES) Vol. 6 No. 1: May 2026
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v6i1.16500

This study aimed to develop and assess the feasibility of a gamified digital learning media for tsunami disaster mitigation designed for early childhood education in Banda Aceh, a disaster-prone region. Using the Research and Development (R&D) method with the ADDIE model, the study involved 25 children from class A1 at TK IT Baitussalihin selected through total sampling. Data were collected through expert validation sheets and observation during field trials. The media, developed on the Educaplay platform as an interactive picture quiz titled “Fun Picture Quiz: Froggy Jumps,” obtained a final validation score of 100% from media and material experts, with an average expert score of 85% (Very Feasible). Field testing showed an overall feasibility score of 88% (Very Feasible), with 13 children achieving perfect scores and 12 scoring 75%. The findings indicate that the gamified media is engaging, visually appropriate, and pedagogically suitable for supporting early childhood cognitive development while addressing the need for interactive digital resources in tsunami preparedness. Further studies are recommended to examine its long-term effectiveness in enhancing children’s disaster preparedness knowledge.

Developing augmented reality flashcards for English vocabulary instruction in Indonesian early childhood education: An ADDIE model feasibility study Kosniawati; Dewi Fitriani; Umar Bin Abd Aziz; Azizah; Andriansyah
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.173

This study was motivated by persistent challenges in early childhood English vocabulary acquisition, wherein conventional pedagogical tools remain widely used and frequently result in suboptimal learning outcomes. A preliminary problem analysis revealed that limited media diversity and minimal integration of digital technologies contribute to low learner engagement. A subsequent needs assessment further underscored the demand for visual, interactive learning media tailored to the developmental characteristics of early childhood learners. Market analysis indicated a notable scarcity of Augmented Reality (AR)-based flashcard media specifically designed for English vocabulary instruction at the early childhood education level. In response to these identified gaps, this research aimed to develop and evaluate the feasibility of AR-based flashcard learning media for early childhood English vocabulary acquisition. Employing a Research and Development (R&D) methodology structured around the ADDIE model, the study involved 16 children from Group TK B at a PAUD in Nagan Raya. Evaluation results demonstrated high feasibility, with validation scores from media experts (97.5%) and material experts (100%) exceeding the positive response rates from children, which ranged from 91.7% to 100%. All measured metrics fell within the "very feasible" category. Implementation challenges included unstable internet connectivity, prolonged AR scanning durations, and a shortage of supporting devices. Notwithstanding these limitations, the findings conclude that Augmented Reality-based flashcards constitute a highly viable and effective medium for introducing English vocabulary to young learners.

Development of an Augmented Reality-Based Body Parts Concept Book for Early Childhood Tria Meidiana Tria; Dewi Fitiani; Umar bin Abd Aziz; Safrul Muluk
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 5 No. 1 (2026)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v5i1.16872

Introducing body parts is an important basic concept for early childhood; however, the available learning media are still dominated by two-dimensional images that are less interactive. This study aimed to develop and examine the feasibility of an Augmented Reality (AR)-based body parts concept book integrating three-dimensional (3D) object visualization and interactive audio in accordance with the learning characteristics of early childhood. The novelty of this study lies in the integration of marker-based AR, full-body 3D visualizations, and learning activities within a single concept book specifically designed for children aged 4–5 years. This study employed a Research and Development (R&D) method using the ADDIE model. The research subjects consisted of 17 children aged 4–5 years at TKIT Baitushalihin Banda Aceh. The research instruments included expert validation sheets (material and media experts) and children’s response observation sheets. Data were analyzed using quantitative descriptive percentage analysis and qualitative descriptive analysis. The results showed that the validation by material experts and media experts reached 100% (very feasiable). Children’s responses in the small-group trial (n=8) obtained a percentage of 91.25% (very feasiable), while the large-group trial (n=17) obtained 80.88% (feasiable). These findings indicate that AR media can support children’s attention, engagement, and understanding of body parts concepts through more concrete visual and auditory experiences. Therefore, the developed media is appropriate to be used as an innovative alternative in early childhood learning, although further effectiveness testing using an experimental design is still needed.

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