The Effect of the Augmented Reality-Based STAD Model on IPAS Learning Outcomes
DOI:
https://doi.org/10.46229/elia.v5i1.1002Keywords:
Augmented Reality (AR), Elementary School, Learning outcomes, Natural and Social Sciences (IPAS), Student Teams Achievement Division (STAD)Abstract
Education in the digital era is undergoing significant transformation with the integration of technology into learning. In the teaching of Natural and Social Sciences (IPAS) at the elementary school level, one of the main challenges is understanding abstract concepts, such as plant parts. To address this challenge, this study examines the effect of applying the Augmented Reality (AR)-based Student Teams Achievement Division (STAD) learning model on students' learning outcomes. The STAD model emphasizes group collaboration in understanding the material, while AR technology enables more realistic interactive visualization. This study employs a quantitative method with a quasi-experimental design. The research subjects consist of 60 fourth-grade students at SDN 03 Bengkayang, divided into an experimental group (STAD with AR) and a control group (conventional method). Data were collected through pretest and posttest assessments as well as observations during the learning process. Data analysis involved normality tests, homogeneity tests, and t-tests. The results indicate a significant difference in learning outcomes between the experimental and control groups. The posttest scores of students in the experimental group were higher than those in the control group, with a more significant improvement after AR-based learning. These findings suggest that integrating the STAD model with AR technology effectively enhances students’ understanding of IPAS material. The findings of this study imply that utilizing digital technology, particularly AR, can serve as an innovative solution for improving the quality of elementary school education. It is expected that this research will serve as a reference for educators in developing technology-based learning methods to enhance student engagement and learning effectiveness.
References
Agustina, A. A.-Z. (2023). Pengaruh Model Pembelajaran Kooperatif Tipe Student Team Achievment Division (STAD) Terhadap Kemampuan Berpikir Kritis Siswa Pada Mata Pelajaran Tematik Kelas 5 Mi Nurul Falah Jakarta. Jakarta: FITK UIN SYARIF HIDAYATULLAH JAKARTA.
Arib, M. F., Rahayu, M. S., Sidorj, R. A., & Afgani, M. W. (2024). Experimental research dalam penelitian pendidikan. Innovative: Journal Of Social Science Research, 4(1), 5497–5511.
Asrulla, R., Jailani, M. S., & Jeka, F. (2023). Populasi dan sampling (kuantitatif), serta pemilihan informan kunci (kualitatif) dalam pendekatan praktis. Jurnal Pendidikan Tambusai, 7(3), 26320–26332.
Auliya, A. F., Fitriasari, E., Nurunnisa, M., & Marini, A. (2023). Pengaruh Penggunaan Media Pembelajaran Interaktif Terhadap Hasil Belajar Siswa Di Sekolah Dasar. Jurnal Pendidikan Dasar Dan Sosial Humaniora, 2(8), 953–968.
Azzahra, F., & Nurjumiati, N. (2024). Pengaruh Model Pembelajaran Kooperatif Tipe STAD Berbantuan Media Pop Up Book Terhadap Hasil Belajar IPA SDN Inpres 2 Lanta. Galaxy: Jurnal Pendidikan MIPA Dan Teknologi, 1(2), 38–42.
Billinghurst, M. (2020). Rapid prototyping for ar/vr experiences. Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, 1–4.
Cheng, K.-H., & Tsai, C.-C. (2013). Affordances of augmented reality in science learning: Suggestions for future research. Journal of Science Education and Technology, 22, 449–462.
Fatimah, S., Prasetyo, S., & Munastiwi, E. (2024). Inovasi dalam Pengajaran IPA di Sekolah Dasar Melalui Penggunaan Teknologi Digital. MUBTADI: Jurnal Pendidikan Ibtidaiyah, 6(1), 15–27.
Hariyono, H. (2023). Penggunaan teknologi augmented reality dalam pembelajaran ekonomi: Inovasi untuk meningkatkan keterlibatan dan pemahaman siswa. JIIP-Jurnal Ilmiah Ilmu Pendidikan, 6(11), 9040–9050.
Ibrahim, I. S., & Adnan, N. H. (2019). Student Teams-Achievement Divisions (STAD) in enhancing speaking performance among English As Second Language (ESL) learners: A critical review. Creative Education, 10(12), 2840–2849.
Indahsari, L., & Sumirat, S. (2023). Implementasi teknologi augmented reality dalam pembelajaran interaktif. Cognoscere: Jurnal Komunikasi Dan Media Pendidikan, 1(1), 7–11.
Insiyah, L. W., & Rukmana, D. (2022). Pengaruh Model Pembelajaran STAD Berbantuan Media Plotagon Terhadap Keaktifan Dan Hasil Belajar IPA Siswa Kelas V SD. Pionir: Jurnal Pendidikan, 11(2).
Johnson, D. W., & Johnson, R. T. (2019). Cooperative Learning: The Impact on Student Engagement and Achievement. Educational Psychology Review, 31(4), 120–135.
Muzakki, A., Wibowo, F. C., & Astra, I. M. (2023). Exploring trends in augmented reality research for science education: A bibliometric mapping analysis. Prosiding Seminar Nasional Fisika, 2(1), 73–84.
Santoso, I., & Madiistriyatno, H. (2021). Metodologi penelitian kuantitatif. Indigo Media.
Santoso, T. (2022). Metodologi penelitian kualitatif. In Metodologi Penelitian Kualitatif.
Setyawan, B., & Fatirul, A. N. (2019). Augmented reality dalam pembelajaran IPA bagi siswa SD. Kwangsan, 7(1), 286912.
Silvester, S., Purnasari, P. D., Aurelly, B. T., & Gunawan, R. (2022). Analisis Kemampuan Guru Penggerak Pada Jenjang Sekolah Dasar Di Wilayah Perbatasan Dalam Perspektif Literasi Teknologi Digital. Sebatik, 26(2), 412–419.
Slavin, R. E. (1995). Cooperative Learning. Massa Chusetts.
Sri Anjarwati, S. E., Ak, M., Andriya Risdwiyanto, S. E., Asep Deni, M. M., Lies Hendrawan, K., SE, M. M., Melati, S. E., Lusono, K. R. T. A., Flora, H. S., & Ferdinandus Christian, S. E. (2024). Metodologi Penelitian Kuantitatif. CV Rey Media Grafika.
Tabrani, T., & Amin, M. (2023). Model pembelajaran cooperative learning. Jurnal Pendidikan Dan Konseling (JPDK), 5(2), 200–213.
Utama, I. W. K., Rahayu, K. M., Azizah, L. F., Winarti, W., Sitopu, J. W., & Wiliyanti, V. (2024). Pengaruh Penggunaan Teknologi Augmented Reality Dalam Pembelajaran Ipa Terhadap Pemahaman Materi Pembelajaran. Jurnal Review Pendidikan Dan Pengajaran (JRPP), 7(3), 7813–7821.
Utomo, F. T. S. (2023). Inovasi Media Pembelajaran Interaktif Untuk Meningkatkan Efektivitas Pembelajaran Era Digital Di Sekolah Dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 8(2), 3635–3645.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge. MA: Harvard University Press.
Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2021). Current Trends and Future Directions in Augmented Reality for Science Education. Journal of Science Education and Technology, 30(2), 123–140.
Wulandari, I., & Kunci, K. (2022). Model pembelajaran kooperatif tipe STAD (student teams achievement division) dalam pembelajaran MI. Jurnal Papeda, 4(1).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 suriyani Suriyani, Silvester Silvester

This work is licensed under a Creative Commons Attribution 4.0 International License.
Journal of Educational Learning and Innovation (ELIa)
Authors who publish with Journal of Educational Learning and Innovation (ELIa) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).