PENGARUH LITERASI BERCERITA MENGGUNAKAN BUKU AUGMENTED REALITY TERHADAP PENINGKATAN SOSIAL EMOSIONAL, BERPIKIR KRITIS, DAN PERCAYA DIRI SISWA TK B USIA 5-6 TAHUN DI TK XYZ DEPOK
Abstract
The utilization of interactive media, such as Augmented Reality (AR), is increasingly being implemented in early childhood education to create more engaging and immersive learning experiences. This study aims to determine the effect of storytelling using Augmented Reality (AR) storybooks on enhancing the social-emotional development, critical thinking, and self-confidence of Kindergarten B students at XYZ Kindergarten in Depok. This research was conducted with 62 Kindergarten B students, consisting of 32 students in the control group and 30 students in the experimental group, selected using the total sampling method. This study employs a quantitative research design with a quasi-experimental method. The results indicate that there are significant differences in social-emotional development, critical thinking, and self-confidence following the storytelling literacy activities using AR storybooks. The obtained p-values were tested using T-test and Mann-Whitney U test to identify differences. The hypothesis testing results revealed a p-value of 0.01 for social-emotional development, 0.00 for critical thinking, and 0.00 for self-confidence. Therefore, it can be concluded that storytelling literacy using Augmented Reality (AR) storybooks has a positive effect on the social-emotional, critical thinking, and self-confidence development of Kindergarten B students at XYZ Kindergarten, Depok. The pedagogical implications of this study highlight the importance of utilizing AR-based storytelling literacy media to provide an explorative digital literacy experience for children.
Pemanfaatan media interaktif seperti Augmented Reality (AR) semakin banyak diterapkan dalam pendidikan anak usia dini untuk menciptakan pengalaman belajar yang lebih menarik dan imersif. Penelitian ini bertujuan untuk mengetahui pengaruh bercerita menggunakan buku cerita Augmented Reality (AR) pada peningkatan sosial emosional, berpikir kritis, dan percaya diri siswa TK B di TK XYZ Depok. Penelitian ini dilakukan kepada 62 siswa murid TK B, dengan 32 siswa dalam kelompok kontrol dan 30 siswa dalam kelompok eksperimen, yang dipilih menggunakan metode total sampling. Penelitian ini merupakan penelitian kuantitatif dengan metode quasi experiment. Hasil penelitian menunjukkan bahwa terdapat perbedaan pada perkembangan sosial emosional, berpikir kritis, dan percaya diri setelah kegiatan literasi bercerita menggunakan buku cerita Augmented Reality (AR). P-Value yang diperoleh diuji untuk mengetahui perbedaan dengan uji T dan Mann-Whitney. Hasil uji hipotesis sosial emosional menunjukkan P-Value 0.01, berpikir kritis 0.00, dan percaya diri 0.00. Sehingga dapat disimpulkan bahwa literasi bercerita menggunakan buku cerita Augmented Reality (AR) berpengaruh positif pada perkembangan sosial emosional, berpikir kritis, dan percaya diri siswa TK B di TK XYZ Depok. Implikasi pedagogis dari penelitian ini melihat pentingnya pemanfaatan media literasi bercerita berbasis AR untuk menjadi pengalaman literasi digital yang eksploratif bagi anak.
Keywords
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DOI: https://doi.org/10.17509/e.v25i3.103945
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