Effectiveness of the AR-based EASI (exposure analogy social action impact writing) learning model on conceptual understanding of human motion systems in elementary schools

Dyah Lyesmaya; Hillman Arif; Entit Puspita; Ayi Abdurahman; Imam Robandi

Effectiveness of the AR-based EASI (exposure analogy social action impact writing) learning model on conceptual understanding of human motion systems in elementary schools

Authors

Dyah Lyesmaya Nusa Putra University
Hillman Arif Nusa Putra University
Entit Puspita Nusa Putra University
Ayi Abdurahman Nusa Putra University
Imam Robandi Department of Electrical Engineering, Institut Teknologi Sepuluh Nopember, Surabaya 60111, Indonesia

Keywords:

EASI learning model, conceptual understanding, augmented reality (AR), SOLO taxonomy, elementary school

Abstract

Teaching abstract science concepts like the human motion system remains challenging in elementary schools. This study compared four learning models to improve students’ conceptual understanding: AR-integrated EASI, EASI without AR, AR-only, and conventional lecture–discussion. Using a quasi-experimental design, 120 sixth-graders from four Indonesian elementary schools were tested using SOLO Taxonomy-based instruments. Data were analyzed via ANOVA and Tukey HSD tests. Results showed significant differences among groups (p = 0.000). The EASI+AR model yielded the highest improvement (N-Gain = 0.7287) and significantly outperformed AR-only and conventional models. AR alone did not significantly enhance understanding. In conclusion, technology integration requires a solid pedagogical framework like EASI to effectively boost conceptual understanding. Practically, these findings imply that educators and curriculum developers must prioritize pedagogically-driven technology rather than standalone digital tools to optimize elementary science learning.

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Author Biography

Dyah Lyesmaya, Nusa Putra University

Dyah Lyesmaya is a lecturer in the Master’s Program in Pedagogy at Universitas Nusa Putra, with expertise in literacy, pedagogy, and elementary education. Her academic activities focus on the development of literacy learning, digital literacy, and pedagogical innovations to enhance the quality of teaching and learning in elementary schools. Her research covers the design and development of innovative learning models, instructional media, student-centered learning approaches, and the strengthening of students’ reading comprehension, reflective writing, language skills, and creative thinking. In addition to her research activities, Dyah Lyesmaya is actively involved in scholarly publications, academic supervision, and community service programs aimed at improving teacher professionalism and the quality of elementary education.

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Effectiveness of the AR-based EASI (exposure analogy social action impact writing) learning model on conceptual understanding of human motion systems in elementary schools