Android-based STEM-AR and its contribution to elementary school students' environmental literacy

(1) Datuk Muhammad Nasaruddin Mail (Doctoral Program of Education, Universitas Ahmad Dahlan, Jl. Pramuka 42, Yogyakarta 55161, Indonesia)
(2) * Ika Maryani Mail (Doctoral Program of Education, Universitas Ahmad Dahlan, Jl. Pramuka 42, Yogyakarta 55161, Indonesia)
(3) Cindy Joe Sanjun Mail (Elementary School Teacher Education, Universitas Ahmad Dahlan, Jl. Ki Ageng Pemanahan, Yogyakarta 55162)
(4) Dwi Sulisworo Mail (Doctoral Program of Education, Universitas Ahmad Dahlan, Jl. Pramuka 42, Yogyakarta 55161, Indonesia)
(5) Trianik Widyaningrum Mail (Biology Education, Universitas Ahmad Dahlan, Jl. Ringroad Selatan, Yogyakarta 55191, Indonesia)
(6) Achadi Budi Santosa Mail (Management Education, Universitas Ahmad Dahlan, Jl. Pramuka 42, Yogyakarta 55161, Indonesia)
*corresponding author

Abstract


This study is motivated by the low environmental literacy and academic achievement of elementary school students. The study aims to measure the effect of Android-based STEM-AR on students' environmental literacy. A quantitative research method with a One Group Pretest-Posttest Design was used. A total of 31 fifth-grade elementary school students in Yogyakarta, Indonesia, were randomly selected from nine public schools. The research instruments included a lesson plan and an Augmented Reality (AR) medium accessible via Android smartphones. STEM was used as a reference for structuring subject matter. The treatment was conducted four times, each lasting 70 minutes. Students' environmental literacy was measured before and after the treatment using a validated multiple-choice test. Data analysis employed a t-test with a 5% significance level. The Paired Sample Test results showed a sig(2-tailed) value of 0.001 < 0.05, which led to the rejection of the null hypothesis and acceptance of the alternative hypothesis. This study contributes to proving that Android-based STEM-AR positively influences elementary school students' environmental literacy.

Keywords


Education; Elementary school; Environmental literacy; STEM-AR

   

DOI

https://doi.org/10.31763/ijele.v7i1.1818
      

Article metrics

10.31763/ijele.v7i1.1818 Abstract views : 116 | PDF views : 2 | PDF views : 2

   

Cite

   

Full Text

Download

Full Text

Download

References


[1] J. Kim and S. J. Ryu, “Enhancing Sustainable Design Thinking Education Efficiency: A Comparative Study of Synchronous Online and Offline Classes,†Sustain., vol. 15, no. 18, pp. 1–18, 2023, doi: 10.3390/su151813293.

[2] D. J. Rivers, M. Nakamura, and M. Vallance, “Online Self-Regulated Learning and Achievement in the Era of Change,†J. Educ. Comput. Res., vol. 60, no. 1, pp. 104–131, Jun. 2021, doi: 10.1177/07356331211025108.

[3] D. R. Krathwohl and L. W. Anderson, “A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives,†Theory Pract., vol. 41, no. 4, p. 212, 2001.doi: 10.1207/s15430421tip4104_2

[4] I. Maryani, I. N. Fitriani, and D. Sulisworo, “The science encyclopedia based on characters to improve the natural science concepts understanding in elementary school students,†in Journal of Physics: Conference Series, 2019, vol. 1318, no. 1, p. 012016, doi: 10.1088/1742-6596/1318/1/012016.

[5] J. Parong and R. E. Mayer, “Journal of Educational Psychology: Editorial,†J. Educ. Psychol., vol. 94, no. 4, p. 659, 2002, doi: 10.1037//0022-0663.94.4.659.

[6] H. İ. Yıldırım, “The Effect of Using Out-of-School Learning Environments in Science Teaching on Motivation for Learning Science,†Particip. Educ. Res., vol. 7, no. 1, pp. 143–161, 2020, doi: 10.17275/per.20.9.7.1.

[7] E. S. Smit, M. H. C. Meijers, and L. N. van der Laan, “Using virtual reality to stimulate healthy and environmentally friendly food consumption among children: An interview study,†Int. J. Environ. Res. Public Health, vol. 18, no. 3, pp. 1–13, 2021, doi: 10.3390/ijerph18031088.

[8] S. Pe’er, G. Daphne, and B. and Yavetz, “Environmental Literacy in Teacher Training: Attitudes, Knowledge, and Environmental Behavior of Beginning Students,†J. Environ. Educ., vol. 39, no. 1, pp. 45–59, Sep. 2007, doi: 10.3200/JOEE.39.1.45-59.

[9] W. Castillo-González, C. O. Lepez, and M. C. Bonardi, “Augmented reality and environmental education: strategy for greater awareness,†Gamification Augment. Real., vol. 1, pp. 1–10, 2023, doi: 10.56294/gr202310.

[10] S. Kumari and N. Polke, “Implementation Issues of Augmented Reality and Virtual Reality: A Survey BT - International Conference on Intelligent Data Communication Technologies and Internet of Things (ICICI) 2018,†2019, pp. 853–861. doi: 10.1007/978-3-030-03146-6_97

[11] X. Xu and F. and Ke, “Designing a Virtual-Reality-Based, Gamelike Math Learning Environment,†Am. J. Distance Educ., vol. 30, no. 1, pp. 27–38, Jan. 2016, doi: 10.1080/08923647.2016.1119621.

[12] D. Bogusevschi, C. Muntean, and G.-M. Muntean, “Teaching and Learning Physics using 3D Virtual Learning Environment: A Case Study of Combined Virtual Reality and Virtual Laboratory in Secondary School,†J. Comput. Math. Sci. Teach., vol. 39, no. 1, pp. 5–18, Jan. 2020. doi: 10.70725/297454nsjryb

[13] I. Lee and B. Perret, “Preparing High School Teachers to Integrate AI Methods into STEM Classrooms,†Proc. 36th AAAI Conf. Artif. Intell. AAAI 2022, vol. 36, pp. 12783–12791, 2022, doi: 10.1609/aaai.v36i11.21557.

[14] F. Benita, D. Virupaksha, E. Wilhelm, and B. Tunçer, “A smart learning ecosystem design for delivering Data-driven Thinking in STEM education,†Smart Learn. Environ., vol. 8, no. 1, 2021, doi: 10.1186/s40561-021-00153-y.

[15] S.-J. Lu and Y.-C. Liu, “Integrating augmented reality technology to enhance children’s learning in marine education,†Environ. Educ. Res., vol. 21, no. 4, pp. 525–541, May 2015, doi: 10.1080/13504622.2014.911247.

[16] J. Buchner, K. Buntins, and M. Kerres, “The impact of augmented reality on cognitive load and performance: A systematic review,†J. Comput. Assist. Learn., vol. 38, no. 1, pp. 285–303, Feb. 2022, doi: 10.1111/jcal.12617.

[17] N. Tuli and A. and Mantri, “Evaluating Usability of Mobile-Based Augmented Reality Learning Environments for Early Childhood,†Int. J. Human–Computer Interact., vol. 37, no. 9, pp. 815–827, May 2021, doi: 10.1080/10447318.2020.1843888.

[18] A. Markula and M. Aksela, “The key characteristics of project-based learning: how teachers implement projects in K-12 science education,†Discip. Interdiscip. Sci. Educ. Res., vol. 4, no. 1, p. 2, 2022, doi: 10.1186/s43031-021-00042-x.

[19] I. Radu, “Augmented reality in education: a meta-review and cross-media analysis,†Pers. Ubiquitous Comput., vol. 18, no. 6, pp. 1533–1543, 2014, doi: 10.1007/s00779-013-0747-y.

[20] C. Muali, P. Setyosari, Purnomo, and L. Yuliati, “Effects of Mobile Augmented Reality and Self-Regulated Learning on Students’ Concept Understanding,†Int. J. Emerg. Technol. Learn., vol. 15, no. 22, pp. 218–229, 2020, doi: 10.3991/ijet.v15i22.16387.

[21] Y. Georgiou and E. A. Kyza, “Relations between student motivation, immersion and learning outcomes in location-based augmented reality settings,†Comput. Human Behav., vol. 89, pp. 173–181, 2018, doi: 10.1016/j.chb.2018.08.011.

[22] M. Fidan and M. Tuncel, “Integrating augmented reality into problem based learning: The effects on learning achievement and attitude in physics education,†Comput. Educ., vol. 142, p. 103635, 2019, doi: 10.1016/j.compedu.2019.103635.

[23] E. M. Janssen et al., “Training higher education teachers’ critical thinking and attitudes towards teaching it,†Contemp. Educ. Psychol., vol. 58, pp. 310–322, 2019, doi: 10.1016/j.cedpsych.2019.03.007.

[24] B. G. Bergman, “Assessing impacts of locally designed environmental education projects on students’ environmental attitudes, awareness, and intention to act,†Environ. Educ. Res., vol. 22, no. 4, pp. 480–503, May 2016, doi: 10.1080/13504622.2014.999225.

[25] N. Pellas, A. Dengel, and A. Christopoulos, “A Scoping Review of Immersive Virtual Reality in STEM Education,†IEEE Trans. Learn. Technol., vol. 13, no. 4, pp. 748–761, 2020, doi: 10.1109/TLT.2020.3019405.

[26] D. Glaroudis, A. Iossifides, N. Spyropoulou, I. D. Zaharakis, and A. D. Kameas, “STEM Learning and Career Orientation via IoT Hands-on Activities in Secondary Education,†2019 IEEE Int. Conf. Pervasive Comput. Commun. Work. PerCom Work. 2019, no. 710583, pp. 480–485, 2019, doi: 10.1109/PERCOMW.2019.8730759.

[27] K. Adhelacahya, Sukarmin, and Sarwanto, “The Impact of Problem-Based Learning Electronics Module Integrated with STEM on Students’ Critical Thinking Skills,†J. Penelit. Pendidik. IPA, vol. 9, no. 7, pp. 4869–4878, 2023, doi: 10.29303/jppipa.v9i7.3931.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Dwi Sulisworo

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

International Journal of Education and Learning
ISSN 2684-9240
Published by Association for Scientific Computing Electronics and Engineering (ASCEE)
W : http://pubs2.ascee.org/index.php/ijele
E : zalik@ascee.org


View IJELE Stats


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.