The Effect of an Augmented Reality-Assisted RADEC Model on Elementary Students’ Conceptual Understanding of Earth’s Layers

Abstract

Students’ conceptual understanding of Earth’s layered structure remains a challenge in elementary science education because the topic involves abstract, spatially complex concepts that cannot be directly observed. This study investigated the effect of an Augmented Reality-assisted Read, Answer, Discuss, Explain, and Create (RADEC) model on fifth-grade students’ conceptual understanding of the Earth’s layers. A quantitative quasi-experimental approach employing a nonequivalent control group design was used. The participants were 60 fifth-grade students from two elementary schools in Sukahaji Subdistrict, Majalengka Regency, Indonesia, comprising 30 students in the experimental group and 30 in the control group. Data were collected through a conceptual understanding test administered as a pretest and posttest, as well as classroom observation sheets. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s homogeneity test, paired-sample t-tests, independent-sample t-tests, and normalized gain (N-Gain) analysis. The results revealed that the experimental group achieved a higher posttest mean score (81.40) than the control group (68.30). The experimental group also demonstrated a higher N-Gain score (g = 0.59) compared with the control group (g = 0.35). Independent-sample t-test analysis indicated a statistically significant difference between the two groups (p < .05). These findings suggest that integrating Augmented Reality within the RADEC learning model effectively enhances students’ conceptual understanding by supporting active knowledge construction, conceptual change, and visualization of abstract Earth Science concepts. The study highlights the importance of combining student-centered pedagogy with immersive educational technologies to improve conceptual learning in elementary science education.