Developing Madura local content and augmented reality-based digital textbook to improve scientific reasoning ability

Abstract

Textbooks currently circulating have not been adapted to online learning systems and their contents are less interactive, less communicative, and have not been based on local content potential. This research aimed to produce digital textbooks based on Madura local content and augmented reality to improve students’ scientific reasoning ability. This research development was done based on ASSURE instructional design, between July and August 2020. This research involved 15 students of SMP Al-Hikam Burneh, Bangkalan-Madura. The assessments of the digital textbook were done to decide its validity, practicality, and effectiveness. Furthermore, the students’ scientific reasoning abilities were measured using pretest and posttest. The validity data obtained were analyzed descriptively using percentages, while students’ scientific reasoning skills were analyzed using gain scores. The results showed that the percentage values were 87.5% for content validity (valid), 91.10% for media (very valid), 87.41% for technical (very valid), and 88.9% for practicality (valid). In addition, the students’ scientific reasoning skills were classified as effective based on the gain scores achieved in each indicator i.e., 0.49 (argumentation), 0.45 (existing knowledge), 0.38 (methodology), 0.43 (analysis), and 0.40 (concluding). Thus, the digital textbook developed is effective to improve students’ scientific reasoning skills.

A Systematic Review: Development of Literature Capacity in Elementary School

“…This is in line with research which shows that the use of comics and story-reading books can increase elementary school students' reading literacy, especially if presented with local wisdom values so that they can teach character values in elementary schools (Murti et al, 2020;Wahab & Amaliyah, 2021). In addition, so that students are interested in reading textbooks, an innovation is needed to improve participants' reading skills by adopting digital-based books augmented reality or picture textbooks (Mcgeown et al, 2016;Yasir et al, 2022). This is in line with research showing that augmented reality as a medium used to collaborate digital book-based reading materials can foster students' interest in reading because it is made according to the development of elementary school students (Meletiou-Mavrotheris et al, 2020;Sari et al, 2022).…”

“…Based on the Table 2, 15 articles identified the use of the literacy movement as an effort to develop literacy skills in elementary schools. Specifically, 5 literacy movements can be used as an effort to build literacy skills in elementary schools, namely literacy culture strategies (Hyman et al, 2020;Imran et al, 2011;Liansari et al, 2021;Marmoah & Poerwanti, Suharno, 2022;Nuangchalerm & Intasena, 2022;Su & Ma, 2021), use of digital technology (Izhar et al, 2022;Mumpuni et al, 2021;Murti et al, 2020), procurement of reading books (Senen et al, 2021;Sri et al, 2021;Yasir et al, 2022), development of library facilities and character building (Farikah, 2019;Subur et al, 2022), take part in a national assessment (Hendrowati & Faelasofi, 2021). The number of research articles found in software Publish or Perish 8 with systematic objectives can be detailed in the Table 3.…”

“…The third finding, as many as 3 studies discussing the provision of reading books, was conducted by (Senen et al, 2021;Sri et al, 2021;Yasir et al, 2022). One of the factors that influence the low reading literacy of elementary school students, namely the availability of types of reading books that need to follow the level of development of elementary school students.…”