PENGARUH MEDIA PAKGATA BERBASIS AUGMENTED REALITY DENGAN PENDEKATAN TARL DAN CRT TERHADAP PEMAHAMAN SISWA KELAS IV SD TENTANG JEJAK KARBON

Abstract

This classroom action research aims to examine the effectiveness of the Augmented Reality (AR)-based learning media PAKGATA (Paku Gantung Bercerita), integrated with the Teaching at the Right Level (TaRL) and Culturally Responsive Teaching (CRT) approaches, in enhancing fourth-grade elementary students’ understanding of the carbon footprint concept. The research was conducted in two cycles involving 28 students from class 4D at SDN Kaliasin 1 Surabaya. In the first cycle, the media did not yet include AR features and the worksheets were not differentiated, resulting in low student engagement and a passive learning environment. In the second cycle, the AR-based PAKGATA media was enhanced and integrated with TaRL and CRT through leveled and contextual worksheets. The results showed a significant improvement in students’ learning outcomes, with the average score increasing from 61.29 in Cycle I to 88.00 in Cycle II. The calculated effect size using Cohen’s d was 2.30, indicating a very large effect. Observational and interview data further supported the quantitative findings, revealing increased student participation, engagement, and contextual understanding. This study concludes that the integration of AR-based PAKGATA media with TaRL and CRT approaches is highly effective in improving elementary students’ environmental literacy, particularly in understanding the carbon footprint concept.