The Effectiveness of Environment-Based Augmented Reality Media on Junior High Students’ Disaster Mitigation Literacy
DOI:
https://doi.org/10.21831/jipi.v12i2.101586Abstract
This study investigated the effectiveness of local environment-based Augmented Reality (AR) media in improving junior high school students’ disaster mitigation literacy. The AR media integrated Pacitan Regency’s local environmental context and disaster-related topics, including forest conservation, floods, and landslides, into Grade VII ecology and biodiversity learning. A quantitative approach with a one-group pretest–posttest quasi-experimental design was employed. The intervention was implemented by junior high school science teachers in Pacitan Regency and involved 209 Grade VII students. Disaster mitigation literacy data were collected using pretest and posttest instruments and analyzed using descriptive statistics, Normalized Gain (N-Gain), the Kolmogorov–Smirnov normality test, the Wilcoxon Signed Rank Test, and effect size analysis. The mean score increased from 78.30 (pretest) to 93.95 (posttest), with a high average N-Gain of 0.76. The Wilcoxon Signed Rank Test indicated a significant difference between pretest and posttest scores (p < 0.001), while the effect size (r = 0.85) demonstrated a strong educational impact. These findings indicate that local environment-based AR media effectively enhances disaster mitigation literacy by providing contextual, interactive, and meaningful learning experiences for students in disaster-prone areas.
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