AUGMENTED REALITY FOR ENVIRONMENTAL EDUCATION: THE EFFECTIVENESS OF AN EXPERIENTIAL AND PLACE-BASED HYBRID MODULE IN IMPROVING ELEMENTARY SCHOOL STUDENTS' ECOLOGICAL AWARENESS

Rahmatika Layyinah; Ardi Cahyadireja; Aris Setiawan Muhammad; Rizqa Hasanah; Sarah Mahriyah Fahira

doi:10.36526/sosioedukasi.v15i3.9372

Authors

Rahmatika Layyinah Sekolah Tinggi Keguruan dan Ilmu Pendidikan Bina Mutiara
Ardi Cahyadireja Sekolah Tinggi Keguruan dan Ilmu Pendidikan Bina Mutiara
Aris Setiawan Muhammad Sekolah Tinggi Keguruan dan Ilmu Pendidikan Bina Mutiara
Rizqa Hasanah Sekolah Tinggi Keguruan dan Ilmu Pendidikan Bina Mutiara
Sarah Mahriyah Fahira Sekolah Tinggi Keguruan dan Ilmu Pendidikan Bina Mutiara

DOI:

https://doi.org/10.36526/sosioedukasi.v15i3.9372

Keywords:

Augmented Reality, Environmental Education, Hybrid Module, Place-Based Education, Ecological Awareness

Abstract

Increasingly complex environmental degradation in Indonesia demands a shift in ecological awareness from an early age, yet environmental education at the elementary school level remains dominated by conventional, decontextualized instruction, while the use of augmented reality (AR) in Indonesian environmental education remains very limited. This study aims to describe the implementation process of a hybrid AR-based learning module integrating Experiential Learning Theory and Place-Based Education, while also examining its effectiveness on elementary students' ecological awareness. This study employed a Quasi-Experimental Design using a Nonequivalent Pretest-Posttest Control Group Design, involving 67 fourth-grade students (34 experimental, 33 control) in Sukabumi Regency. The experimental group followed the hybrid AR module for eight weeks (16 sessions), while the control group received conventional instruction. Results showed excellent implementation fidelity (90.3%). The experimental group achieved moderate-category improvement in environmental knowledge (N-Gain 0.50; large effect size 1.87), pro-environmental attitude (N-Gain 0.53), and environmental concern/intention (N-Gain 0.49), substantially higher than the control group, which only reached the low category across all three dimensions (N-Gain 0.17–0.18). It is concluded that the hybrid AR module was well implemented and effectively enhances elementary students' ecological awareness holistically across the cognitive, affective, and conative dimensions, with potential for broader adaptation in environmental education in Indonesia.

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