<![CDATA[Abstract: This study was conducted in response to the growing need for the integration of interactive digital media in elementary science education. The primary objective was to examine the effectiveness of the Digital Game-Based Learning (DGBL) model supported by the Karotena application utilizing Augmented Reality (AR) technology in enhancing students' learning motivation in Science and Social Studies (IPAS). A quasi-experimental research design employing a posttest-only control group was implemented involving two separate fourth-grade classes at UPTD SD Negeri 28 Parepare, consisting of an experimental group and a control group. Data were collected using a learning motivation questionnaire and analyzed statistically through the Independent Samples t-test. The findings revealed that students in the experimental group achieved a higher mean motivation score (88.13) than those in the conventional learning group (75.62). Furthermore, the statistical analysis indicated a significance value of 0.001 (p < 0.05), demonstrating a statistically significant difference between the two groups. These results confirm that the implementation of the AR-assisted Digital Game-Based Learning model has a significant positive effect on improving elementary school students' learning motivation in Science and Social Studies (IPAS). Abstrak: Riset ini didasari oleh urgensi pemanfaatan media interaktif berbasis digital dalam pembelajaran sains di sekolah dasar. Tujuan utamanya yaitu memetakan efektivitas model Digital Game Based Learning (DGBL) bermediakan aplikasi Karotena berteknologi Augmented Reality (AR) terhadap stimulasi motivasi belajar IPAS siswa. Melalui metode eksperimen semu (quasi-experiment) bertipe posttest-only control group, penelitian ini menguji dua kelompok siswa kelas IV di UPTD SD Negeri 28 Parepare secara terpisah (kelas eksperimen dan kelas kontrol). Data yang dihimpun melalui kuesioner dianalisis secara statistik menggunakan bantuan Independent Sample t-Test. Hasil komputasi data menunjukkan kelompok yang terpapar model DGBL-AR meraih skor rata-rata motivasi yang lebih optimal (88,13) daripada kelas konvensional (75,62). Bukti statistik ini diperkuat oleh nilai signifikansi sebesar 0,001 (0,001 < 0,05). Hasil ini menegaskan bahwa strategi DGBL berbasis AR memiliki kontribusi positif yang signifikan terhadap peningkatan motivasi belajar siswa dalam bidang studi IPAS.]]>
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