Development of augmented reality media for ecological themes in early childhood science learning

Abstract

Background: It is important to teach science about the environment and how it affects living things (ecology), particularly floods and volcanic eruptions. But teachers do not have many media resources to help them teach these topics to students in early childhood (EC). 
Aim: This study aims to explain the analysis, design, development, implementation and evaluation (ADDIE) of ecological themes-based augmented reality media (ETBARM), particularly floods and volcanic eruptions, in science learning among EC students.
Setting: The samples included 73 children from 5 kindergartens in Padang City, Indonesia, as well as 51 kindergarten teachers.
Methods: The research method used was research and development (R&D) with the ADDIE model. The ADDIE model includes the five phases of ADDIE. Data were obtained from surveys, interviews, observations and documentation.
Results: The study revealed three main findings: (1) Teachers require augmented reality (AR) media on the theme of ecology, particularly floods and volcanic eruptions in science learning for EC. (2) The research has produced ETBARM content that is integrated and valid. (3) The implementation and evaluation of ETBARM, particularly floods and volcanic eruptions, can enhance EC science abilities.
Conclusion: In conclusion, the ETBARM, particularly the topics of floods and volcanic eruptions, effectively enhances EC science abilities, including knowledge, process skills and scientific attitudes.
Contribution: This study supports the principles of science learning, which contributes to the extant body of knowledge regarding the positive impact of AR media on science abilities when applied to ecological themes, particularly floods and volcanic eruptions, highlighting its uniqueness and scientific contribution.