Augmented Reality-assisted Pictorial Storybook: Media to Enhance Discipline Character of Primary School Students

 azmil.hasan2016@student.uny.ac.id Abstract . This research is intended to determine the effectiveness of Augmented Reality (AR)-assisted pictorial storybook in improving discipline character of primary school students. The population of this research was all state-run primary schools in in Sleman Regency, Special Region of Yogyakarta, Indonesia. Specifically, the samples were fourth-grade students from two primary schools, where each of them was selected to be control and experiment groups. The method used is an experimental research, while the sampling technique was cluster random sampling technique. The data collection technique was disciplinary character observation technique. Furthermore, the data were analyzed using t-test technique. The results of this research indicated that the value of sig. t-test was 0.00 (<0.05). Thus, it can be concluded that AR-assisted picture storybook was considered effective in enhancing disciplinary character of primary school students. Therefore, it is recommended that the use of AR can be improved and disseminated to reach the learning objectives of primary school students, specifically in enhancing

INTRODUCTION ~ School is a medium to instill discipline character in students. To facilitate formal education for students, schools should provide education that can shape students' character. The role given is in the form of education to provide moral knowledge, feelings, and behavior (Lickona, 1991). This emphasizes the importance of giving character education to students. It is essential to instill the character during primary school (SD, Sekolah Dasar) because it is the most effective period to shape students' character (Duckworth, 2009). Various efforts should be made and among many types of important characters, discipline character is included.
Discipline character is essential to be possessed by students so they live in order.

Students
who have the discipline character will have better knowledge and performance than students who do not (Duckworth & Seligman, 2005). This is because being discipline makes a person always try to follow the established procedures by obeying existing rules and always being careful in doing things. This attitude will generate maximum result in everything they do. In the context of learning, discipline students tend to follow stories (contextual) has a good influence on the students' understanding process.
Learning media that can attract students' attention will play a more maximal role in achieving learning goals (Sunaengsih, 2016 be seen that the increase in the average score of students' discipline in the experimental group was higher than the increase in the control group. This meant that students who took part in learning using AR-assisted pictorial storybooks had an increase in the discipline character average score that was better than students who did not.
Furthermore, the data were presented in a which meant that there were differences in students' discipline character before and after learning using AR-assisted pictorial storybooks.
Furthermore, an independent t-test was conducted to discover whether there were differences between students who took part in learning using AR-assisted pictorial storybooks and those who did not.
The following Table 2 shows the independent t-test results on observational data on students' discipline character.    Saputro & Soeharto (2015) stating that children's literature has a role to play and the message of stories that can help to shape students' character.
The role of the characters in the story could motivate students to imitate it and the message of the story gave moral lesson. So, the discipline characters can be embedded in students through a literary work. Furthermore, Chen, Lee & Lin (2016) stated that the addition of AR features could be used as a way to attract students' attention, so that they could enjoy and understand the contents of the stories. relatively influence the reader which they will eventually emulate as an example.

The Message of the Story
The message contained in the AR-assisted pictorial storybook helped to improve students' discipline character. It gave a lesson to students that children who were discipline will have a more regular life than those who were not. So, through the message, students understood how important it was to instill the character in themselves. This is in accordance with the opinion of Huck (1987), Munaris (2011), and Setyawan, Suwandi, and Slamet (2017) stating that by reading a story, students will receive moral messages that can help them instilling their discipline character. So, the students will be motivated to instill the discipline character within themselves. The role of the teacher to bridge the message was needed to provide reinforcement towards achieving the goals. This was in accordance with the opinion of Sheldon & Epstein (2002) stating that collaboration between the school and parents could facilitate the formation of students' discipline character.

Augmented Reality Feature
The AR feature on pictorial storybooks attracted students' interested in reading all parts of the book. This is consistent with the results of a research conducted by Cuendet, Bonnard, Do-Lenh & Dillenbourg (2013) stating that AR features presented to students through pictorial storybook were able to attract students' attention.
Hence, they were increasingly curious about the contents of the book given.
These findings were also reinforced by research conducted by O'Shea (2011) stating that the presence of AR features visualized images in flat fields to be more real. In addition to attracting the attention of users, it could also ease users to understand the images displayed. In the context of this pictorial storybook, the advantages of the AR feature can be used as one of the attractions of storybooks that could make readers more interested in the content of the stories.
The results of this research has provided additional insight to the knowledge of one medium of learning that was effective in improving the discipline character of primary school students. The application of AR-assisted pictorial storybooks could shape students' character easing teachers to instill discipline in students.

CONCLUSION
Based on the aforementioned research findings and discussion, it can be concluded that AR-assisted pictorial storybooks had a positive and significant effect on students' discipline the character. Therefore, it can be concluded that (1) there were differences in the character of the discipline before and after students learned using AR-assisted pictorial storybook; (2) there were differences between students learned using AR-assisted pictorial storybooks and those that did not. Therefore, it is recommended that the use of AR can be improved and disseminated to reach the