The Influence of Augmented Reality-Based Learning Media on Elementary Students' Learning Outcomes in Human Body Movement System Material

Abstract

Elementary science instruction often relies on static, two-dimensional media that struggle to convey abstract, complex biological content such as the human body's movement system, creating a need for more interactive alternatives. This study examined the effect of Augmented Reality (AR)-based learning media on the learning outcomes of sixth-grade students at SDN Wanasalam II on human body movement system material. A quantitative approach using a One-Group Pretest-Posttest Design was employed, involving all 16 sixth-grade students as the research sample through a saturated sampling technique. Learning outcomes were measured using a 20-item test previously confirmed valid and reliable (Cronbach's Alpha = 0.770), alongside an observation sheet assessing lesson-plan implementation fidelity. Data were analyzed using a Shapiro-Wilk normality test, a Paired Sample t-test, and the N-Gain score, with the assistance of SPSS version 27. Results showed that the average learning outcome score increased from 62.81 at pretest to 82.81 at posttest, a difference confirmed as statistically significant by the Paired Sample t-test (p < .001). The N-Gain score averaged 0.52, corresponding to a moderate level of effectiveness. Lesson-plan implementation was rated very good, with an observation score of 93%. These findings indicate that AR-based learning media meaningfully improved elementary students' understanding of an abstract anatomical topic, supporting its adoption as an instructional alternative in elementary science while highlighting the need for further controlled research.