Abstract
Abstract: This study explores the impact of augmented reality (AR) methods on the beginning reading skills of grade II students at SD Negeri Ganting. Using a quantitative pre-experimental one-group pre-test post-test design, 25 students were assessed before and after receiving AR-based instruction. Results from SPSS Version 22 analysis revealed a significant improvement (p = 0.007 < 0.05) in reading skills post-treatment, indicating AR's effectiveness in enhancing early literacy development. These findings underscore the potential of AR technology as a valuable tool in educational settings for improving reading proficiency among young learners. Abstrak: Penelitian ini mengeksplorasi dampak dari metode augmented reality (AR) terhadap kemampuan membaca permulaan siswa kelas II SD Negeri Ganting. Dengan menggunakan desain pra-eksperimental kuantitatif satu kelompok pre-test post-test, 25 siswa dinilai sebelum dan sesudah menerima instruksi berbasis AR. Hasil dari analisis SPSS Versi 22 menunjukkan peningkatan yang signifikan (p = 0,007 < 0,05) dalam keterampilan membaca setelah perlakuan, yang menunjukkan efektivitas AR dalam meningkatkan perkembangan literasi awal. Temuan ini menggarisbawahi potensi teknologi AR sebagai alat yang berharga dalam lingkungan pendidikan untuk meningkatkan kemahiran membaca di kalangan pelajar muda.
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