This study aims to examine the development process, validity, and practicality of Augmented Reality-based learning media in enhancing fifth-grade students’ understanding of science concepts at SDN Inti Dolago on the topic “Seeing Because of Light.” Issues in science education indicate that students still struggle to grasp abstract concepts because instruction is dominated by lecture-based methods and the limited use of visual media. This study employed the Research and Development (R&D) method using the ADDIE model, implemented through the implementation stage. The research subjects consisted of 20 students, a classroom teacher, and two expert validators. Data were collected via expert validation sheets and user response questionnaires, analyzed using percentage techniques based on a Likert scale to determine the media’s validity and practicality levels. The novelty of this study lies in the development of Assemblr Edu-based Augmented Reality media on visual system material in elementary schools to support conceptual understanding through interactive three-dimensional object visualization.The results showed that the media received a validity score of 82.50% from subject matter experts and 84.00% from media experts, as well as positive responses from teachers and students, making it feasible and practical for use in IPAS learning.
Putri Nur Sakina Karadjo, H. Herlina, Sisriawan Lapasere et al.· Equator Science Journal· 0 citations
Differentiated instruction has been positioned as a cornerstone strategy within Indonesia's Independent Curriculum (Kurikulum Merdeka) for accommodating learner diversity and fostering higher-order thinking skills, yet empirical evidence on its implementation in elementary Indonesian language learning remains limited. This descriptive qualitative study examined the implementation of differentiated instruction, students' critical thinking skills, and associated teacher challenges in a Grade V class (n = 26) at SD Negeri 20 Palu. Data were collected through structured observation checklists, semi-structured teacher interviews, and documentation, then analyzed using Miles et al.'s (2014) interactive model. Findings revealed that 90% of observed differentiation indicators were implemented, encompassing student needs mapping, varied instructional methods, tiered resources and assessment, and technology use; however, structured collaborative learning was absent in observed practice despite being reported by the teacher. Students' critical thinking skills showed progressive development across three topics (number writing: 56.73%; command sentences: 65.38%; scanning reading: 75.00%), with higher-order indicators, particularly drawing conclusions, consistently weaker than surface-level explanatory skills. Principal implementation challenges included time constraints, materials adaptation demands, limited learning resources, and absence of formal professional development in differentiated instruction. These findings extend existing literature by demonstrating that partial but meaningful differentiation, even without formal teacher training, generates measurable critical thinking gains, while confirming a theory-practice gap in collaborative learning common across resource-constrained contexts globally. Sustained professional development and structured institutional support are recommended to strengthen differentiated instruction practice.
S. Fadilah, H. Herlina, Asriani Asriani et al.· Journal of Innovation and Re...· 0 citations