Augmented Reality-Assited Problem-Based Learning for Improving Fourth-Grade Science Learning Outcomes
DOI:
https://doi.org/10.31949/jee.v9i2.18606Abstract
This study focuses on learning to enhance science learning outcomes for fourth-grade students. It was driven by the low performance in science and social studies observed among students of that grade. Jungjang State Elementary School 3 regarding the abstract concept of the water cycle, where sixty percent of the students had not yet met the minimum proficiency standard. The purpose of this study was to improve student achievement through the application of a Problem-Based Learning model supported by Augmented Reality media. The research method used was the Kemmis and McTaggart Classroom Action Research model, conducted in two cycles with twenty-four students. Data were collected through observation, interviews, field notes, and formative tests, which were then analyzed qualitatively and quantitatively. The results showed a significant and consistent improvement in learning outcomes. In the pre-cycle stage, the classical mastery rate was only 39.13% with an average of 55.9. After the intervention was implemented, the classical mastery rate increased to 50% with an average of 66 in Cycle I, and peaked at 83.33% with an average of 79 in Cycle II. The conclusion of this study states that the implementation of a Problem-Based Learning model supported by Augmented Reality is effective in improving students’ learning outcomes on the topic of the water cycle. The integration of contextual problems and three-dimensional visualizations is able to transform abstract concepts into concrete ones, increase students’ active engagement, and create a meaningful learning environment in elementary schools.
Keywords:
Problem Based Learning; Augmented Reality; Learning Outcomes; Water CycleDownloads
References
Akçayır, M., & Akçayır, G. (2021). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 35. https://doi.org/https://doi.org/10.1016/j.edurev.2021.100421
Al-qomar, A. (n.d.). Faktor-faktor intern terhadap hasil belajar siswa pada pelajaran ekonomi di madrasah aliyah al-qomar. (X), 1–11.
Anindita, D., & Wardani, N. S. (2021). Pengembangan Media Pop-Up Book Untuk Meningkatkan Hasil Belajar Tematik. 3, 76–83.
Anggraini, E. A., & Marzuki, I. (2024). Analisis Implementasi Model Pembelajaran Problem Based Learning terhadap Peningkatan Hasil Belajar Siswa Sekolah Dasar. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 7(12). https://doi.org/10.54371/jiip.v7i12.6585
Aradika, M. K., Paramitha, A. A., Nurwahidin, M., & Yulianti, D. (2022). Studi Literatur : Hasil Belajar Ditinjau dari Faktor Eksternal Peserta Didik. 2, 23–29.
Ardianti, R., Sujarwanto, E., & Surahman, E. (2021). Problem-based Learning : Apa dan Bagaimana. 3(1), 27–35.
Auliah, F. N., Febriyanti, N., & Rustini, T. (2025). Analisis Hambatan Guru dalam Penerapan Model Problem Based Learning pada Pembelajaran IPS Kelas IV di SDN 090 Cibiru Bandung. 05(02), 2025–2033.
Barrow, H. S. (1986). A Taxonomy of Problem-Based Learning Methods. Medical Education, 20, 481–486.
Damayanti, J. E., & Madiun, U. P. (2024). Penerapan Model Pbl Berbasis Media Pop Up Book Untuk Meningkatkan Hasil Belajar Ipas Siswa Kelas 4 Di Sd Negeri Terung Kecamatan Panekan Kabupaten Magetan. 3(3), 145–153.
Dianasari. (2018). Pengaruh Model Pembelajaran Problem Based Learning TerhadapHasil Belajar Matematika Di Sdn Kalitanjung I. Jurnal Pendidikan Khusus, 1(2), 1–10.
Ekonomi, J. (2019). FAKTOR-FAKTOR EKSTERNAL YANG MEMPENGARUHI HASIL BELAJAR ILMU PENGETAHUAN SOSIAL SISWA KELAS VIII DI SMP NEGERI 3 SINGARAJA TAHUN AJARAN. 11(2).
Francisca, Ani Nur Aeni, & Dadan Nugraha. (2024). Pengaruh Problem Based Learning Berbasis Media Puzzle Quiz Terhadap Hasil Belajar Siswa Materi Puasa Ramadhan. Jurnal Elementaria Edukasia, 7(1), 2338–2352. https://doi.org/10.31949/jee.v7i1.8268
Habibah, A., & Fauziah, N. N. (2025). Klasifikasi Jenis-Jenis Media dan Sumber Belajar untuk Jenjang MI / SD. 9, 18355–18363.
Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16(3), 235–266. https://doi.org/https://doi.org/10.1023/B:EDPR.0000034022.16470.f
Ipa, B., Sekolah, S., Resta, R. G., & Kodri, S. (2023). Media Pembelajaran Pop Up Book Untuk Meningkatkan Hasil. 9(1), 162–167. https://doi.org/10.31949/educatio.v9i1.4189
Jannah, M., Sundari, N., & Fitriani, Y. (2025). Penggunaan Media Visual Pop Up Book untuk Perkembangan Bahasa Pada Anak Usia 4 – 5 Tahun. 8(1), 332–344. https://doi.org/10.31004/aulad.v8i1.1001
Listrik, T., & Otomotif, D. (2017). 156 studi analisis faktor-faktor yang mempengaruhi hasil belajar pada mata pelajaran teknik listrik dasar otomotif. 4(2), 156–162.
Malihah, C. N. (2024). Inovasi Pembelajaran IPAS di Sekolah Dasar melalui Media Augmented Reality: Studi Literatur. Journal of Innovation in Primary Education, 3(1), 22–27.
Maria, P., Wahyuningrum, E., Jamil, M. A., Nawawi, M. L., Aditia, D., Gusti, N., & Lia, A. (2023). Analisis Efektivitas Penggunaan Teknologi dalam Pendidikan Terhadap Peningkatan Hasil Belajar. 06(01), 1–11.
Mayer, R. E. (2021). Multimedia Learning. Cambridge University Press.
Muhabib, Z., Subuh Anggoro, & Masanori Fukui. (2025). Development of Augmented Reality-Based Solar System Learning Media for Grade VI Elementary School Students. Jurnal Elementaria Edukasia, 8(3), 522–536. https://doi.org/10.31949/jee.v8i3.13813
Piaget, J. (1972). The Psychology of the Child. Basic Books.
Pristy, N., & Sukartono. (2023). Kontribusi Media Powerpoint Interaktif dan Model Problem Based Learning terhadap Hasil Belajar IPAS SDN 2 Kalanglundo. Jurnal Elementaria Edukasia, 6(4), 2026–2036. https://doi.org/10.31949/jee.v6i4.7790
Purwaningsih, D., Pratiwi, R. A., Putri, R. Y., Sukarno, S., & Chasanah, I. (2024). Penerapan Model Problem Based Learning Berbantuan Media Video untuk Meningkatkan Hasil Belajar IPAS Kelas V. Social, Humanities, and Educational Studies (SHES): Conference Series, 7(4), 556. https://doi.org/10.20961/shes.v7i4.97046
Rahayu, F. S., Fikriyah, F., Dianasari, D., & Nishfa, R. M. (2022). Kejenuhan Belajar Daring Pada Mahasiswa Prodi Pgsd Di Masa Pandemi Covid-19. Jurnal Cakrawala Pendas, 8(1),
Riska, I., & Rachmani, N. (2024). Analisis Model Pembelajaran Problem Based Learning Untuk Meningkatan Kemampuan Berpikir Kritis Peserta Didik. 7, 281–289.
Saputri, N., & S, P. A. P. (2025). Penerapan Model Problem Base Learning ( PBL ) dalam Pembelajaran Pendidikan Agama Islam.
Sari, S. D. N. K. (2020). No Title. 3(3), 2257–2262.
Setiawan, T., Sumilat, J. M., Paruntu, N. M., Monigir, N. N., & Monigir, N. (2022). Analisis Penerapan Model Pembelajaran Project Based Learning dan Problem Based Learning pada Peserta Didik Sekolah Dasar. 6(6), 9736–9744.
Siregar, H. T. (2024). Faktor-Faktor yang Mempengaruhi Hasil Belajar Dalam Pembelajaran PAI. 2(2), 215–226.
Sofia, L. E., Anggoro, S., & Firmasyah, J. (2024). Effect Of Problem-Based Learning Supported By Media Edukatıf On İmproving Students’ Understanding And Solving Matter Problems Of Rotation And Revolution Of The Earth. Jurnal Elementaria Edukasia, 7(4), 3421–3432. https://doi.org/10.31949/jee.v7i4.11601
Wulandari, A. P., Salsabila, A. A., Cahyani, K., & Shofiah, T. (2023). Pentingnya Media Pembelajaran dalam Proses Belajar Mengajar. 05(02), 3928–3936.
Zahra, A. M., Setiana, D., & Karim, A. 2026. Teknologi AR Dalam Pembelajaran PPKn: Studi Eksperimental Motivasi Belajar Peserta Didik Kelas V SD. el-Ibtidaiy: Journal of Primary Education, 9(1).
Zuhri, M. S. (2024). Penerapan Model Problem Based Learning Berbantuan Papan Waktu untuk Meningkatkan Hasil Belajar Peserta Didik pada Materi Satuan Waktu. 4(2), 253–264.
