Effectiveness of an Augmented Reality-Assisted Multiliteracy Learning Model in Improving Junior High School Students' Reading Comprehension
Abstract
Reading comprehension is an essential language skill that supports students' academic achievement and literacy development. However, Indonesian students' reading literacy achievement remains relatively low, indicating the need for innovative learning models that integrate digital technology into classroom instruction. This study aimed to determine the effectiveness of an Augmented Reality (AR)-assisted multiliteracy learning model in improving seventh-grade students’ reading comprehension. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group pretest-posttest design. The participants consisted of 60 students from SMP Negeri 229 Jakarta, divided equally into an experimental class and a control class. Data were collected through reading comprehension tests administered before and after treatment. Data analysis included descriptive statistics, Shapiro-Wilk normality tests, Levene's homogeneity tests, paired-samples t-tests, independent-samples t-tests, and N-Gain analysis. The results indicated that both groups experienced significant improvement. However, the experimental group achieved a higher mean increase (17.20) than the control group (11.97). The independent-samples t-test showed a significant difference between the posttest scores of both groups (p = 0.000 < 0.05). Furthermore, the N-Gain score of the experimental class (0.681) was categorized as high, while the control class (0.405) was categorized as moderate. These findings demonstrate that the AR-assisted multiliteracy learning model is more effective than conventional instruction in improving students’ reading comprehension.
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References
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