Beyond Flat Screens: The Impact of Augmented Reality-Based Learning Media on Geometric Abilities in Children Aged 4-5 Years
DOI:
https://doi.org/10.24260/x1yx0v05Keywords:
Augmented Reality, Learning Media, Geometric Abilities, Early ChildhoodAbstract
This study aimed to analyze the effect of Augmented Reality (AR)-based learning media on the geometric abilities of children aged 4–5 years at RA Nurul Ula Burai. Geometric ability is an important aspect of children’s cognitive development, encompassing the ability to recognize geometric shapes and understand spatial concepts. This study employed a quantitative approach with an experimental method and a One-Group Pretest–Posttest Design. The participants consisted of 30 children aged 4–5 years selected through total sampling. Data were collected through observation using a geometric ability observation instrument and analyzed using descriptive and inferential statistics, including a paired-samples t-test. The results showed an improvement in children’s geometric abilities following the intervention using AR-basedlearning media. The mean score increased from 49.73 at pretest to 77.37 at posttest, representing an increase of 27.64 points. The paired-samples t-test also indicated a statistically significant difference between the pretest and posttest scores (p < .001). The improvement was particularly evident in children’s ability to recognize geometric shapes and understand spatial concepts. These findings suggest that AR-based learning media can provide a positive and statistically significant contribution to the development of geometric abilities among children aged 4–5 years. AR-based learning may therefore serve as an innovative learning medium for providing more visual, concrete, and interactive geometry learning experiences in early childhood education.
[Penelitian ini bertujuan untuk menganalisis pengaruh media pembelajaran berbasis Augmented Reality (AR) terhadap kemampuan geometri anak usia 4–5 tahun di RA Nurul Ula Burai. Kemampuan geometri merupakan salah satu aspek penting dalam perkembangan kognitif anak yang mencakup kemampuan mengenali bentuk geometri dan memahami konsep ruang. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen dan desain One-Group Pretest–Posttest Design. Subjek penelitian terdiri atas 30 anak usia 4–5 tahun yang dipilih menggunakan teknik total sampling. Data dikumpulkan melalui observasi menggunakan instrumen kemampuan geometri anak dan dianalisis menggunakan statistik deskriptif dan inferensial melalui paired-samples t-test. Hasil penelitian menunjukkan adanya peningkatan kemampuan geometri anak setelah diberikan perlakuan menggunakan media pembelajaran berbasis AR. Nilai rata-rata meningkat dari 49,73 pada pretest menjadi 77,37 pada posttest, atau mengalami peningkatan sebesar 27,64 poin. Hasil paired-samples t-test juga menunjukkan adanya perbedaan yang signifikan secara statistik antara skor pretest dan posttest (p < .001). Peningkatan terutama terlihat pada kemampuan anak dalam mengenali bentuk geometri dan memahami konsep ruang. Temuan ini menunjukkan bahwa media pembelajaran berbasis AR dapat memberikan kontribusi positif dan signifikan terhadap perkembangan kemampuan geometri anak usia 4–5 tahun. Dengan demikian, pembelajaran berbasis AR dapat menjadi salah satu media pembelajaran inovatif yang memberikan pengalaman belajar geometri yang lebih visual, konkret, dan interaktif dalam pendidikan anak usia dini.]
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