Developing Augmented Reality to Improve Movement Literacy among Elementary School Students
DOI:
https://doi.org/10.31599/s3yask65Keywords:
Augmented Reality, Movement Literacy, Physical Education, Elementary School, Floor GymnasticsAbstract
This study was motivated by students’ low movement literacy in understanding physical education content presented through conventional videos, with 83% of students experiencing difficulties interpreting movements. Therefore, this study aimed to develop interactive media based on Augmented Reality (AR) for floor gymnastics to improve elementary school students’ movement literacy. The study employed the System Development Life Cycle (SDLC) method using the Waterfall model, encompassing planning, analysis, design, implementation, and testing. Product trials involved application experts, floor gymnastics content experts, and a small-group trial with 15 students at SD 3 Banjar Jawa. Expert evaluations and field trials indicated that the developed AR application was rated appropriate and functionally valid. These findings confirm that AR media for floor gymnastics are suitable as a structured interactive learning alternative. The novelty of this study lies in providing AR media that specifically validate the correct execution of the basic airplane balance pose, thereby effectively addressing students’ movement literacy difficulties before they engage in practical activities in the field.
Downloads
References
Ade Kurniawan, Y., Rozaq, M., & Diana, A. (2024). The use of digital technology in science and sports learning to improve students’ literacy and understanding. Jontak, 5.
Akramunnisa, S. (2025). Introducing augmented reality applications as media. IPMAS, 5(1). https://doi.org/10.30605/ipmas.5.1.2025.549
Broll, W., Lindt, I., Herbst, I., Ohlenburg, J., Braun, A. K., & Wetzel, R. (n.d.). Toward Next-Gen Mobile AR Games.
Chang, K. E., Zhang, J., Huang, Y. S., Liu, T. C., & Sung, Y. T. (2020). Applying augmented reality in physical education on motor skills learning. Interactive Learning Environments, 28(6), 685–697.
Hartati, Y. (2025). The use of augmented reality technology in Islamic religious education: A literature analysis of its potential and challenges. Variable Research Journal, 2(1).
Kependidikan, J. I., Fitriansyah, F., Bina, U., & Informatika, S. (2024). Through the school literacy movement in the program. 5, 238–246.
Koekoek, J., van der Mars, H., van der Kamp, J., Walinga, W., & van Hilvoorde, I. (2018). Aligning Digital Video Technology with Game Pedagogy in Physical Education. Journal of Physical Education, Recreation & Dance, 89(1), 12–22.
Koh, K. T., Tan, L. Q. W., Camiré, M., Paculdar, M. A. A., & Chua, W. G. A. (2022). Teachers’ and students’ perceptions of factors influencing the adoption of information and communications technology in physical education in Singapore schools. European Physical Education Review, 28(1), 100–119.
Ridwan, M. (2023). The effect of augmented reality media on motivation to learn soccer passing. Jurnal Mahasiswa Pendidikan Olahraga, 3.
Setiawan, H. (2024). The use of augmented reality-based reading resources for the literacy movement in elementary schools.
Ummah, M. S. (2019). Covariance structure analysis of health-related indicators among community-dwelling older adults focusing on subjective health perceptions. Sustainability (Switzerland), 11(1), 1–14.
Wiartis, W. (2021). Implementing project-based learning to improve students’ learning abilities through collaborative activities in English at SMP Negeri 6 Batam. Daiwi Widya, 7(5), 17.
Zaid, M., Razak, F., & Alam, A. A. F. (2022). The effectiveness of STEAM-based augmented reality learning media in improving the quality of science learning in elementary schools. Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu, 2(2), 59–68.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Anak Agung Ngurah Putra Laksana, Anak Agung Ngurah Budiadnyana
This work is licensed under a Creative Commons Attribution 4.0 International License.
.png)
