EFFECTIVENESS OF AUGMENTED REALITY ASSISTED DIORAMA MEDIA ON EARLY CHILDHOOD SCIENCE LITERACY
Efektivitas Media Diorama Berbantuan Augmented Reality Terhadap Literasi Sains Anak Usia Dini
DOI:
https://doi.org/10.36456/incrementapedia.vol8.no1.a11715Abstract
The development of scientific literacy is a crucial competency key in early childhood education in the 21st century. This study aims to measure the level and magnitude of effectiveness of the use of augmented reality-assisted diorama media in developing scientific literacy, especially on the theme of "natural phenomena/flood disasters" in children aged 5-6 years. This study was conducted with a quantitative approach using a quasi-experimental method with a non-equivalent control group design. The sample of this study consisted of 2 classes, namely 17 children in the experimental class and 17 children in the control class with a total of 34 children. Effectiveness was measured using an independent sample t-test, an N-Gain score test, and an effect size test. The results of the study showed a significant difference in the scientific literacy abilities of the experimental class and the control class, as evidenced by a 2-tailed t-test sig. of 0.000 <0.05; an N-Gain value of the experimental class of 0.78 which is categorized as having a high level of effectiveness; and a Cohen's'd value of 3.04 which is categorized as having a very large effect strength. The findings of this study demonstrate that augmented reality-assisted dioramas are highly effective in developing scientific literacy in early childhood. This research offers a contribution to the development of scientific literacy learning, specifically on the theme of "natural phenomena/flood disasters" in early childhood, and meets the needs of 21st-century education.
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