Collaborative Digital Learning-Augmented Reality Instructional Design to Improve Digital Literacy in Science Education at Primary Schools
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Didit Yulian Kasdriyanto
Ribut Prastiwi Sriwijayanti
Tamam Asrori
Ludfi Arya Wardana
Win Phyu Thwe
Abstract
This study aimed to develop a valid, practical, and effective Collaborative Digital Learning–Augmented Reality (CoDL-AR) instructional design to improve digital literacy in primary science education. The study employed a research and development (R&D) method adapted from the Dick and Carey model, involving preliminary analysis, instructional design, product development, expert validation, limited an extensive trials, and effectiveness testing. The participants consisted of 192 fifth-grade students from four elementary schools in Probolinggo Regency, Indonesia. Data were collected using validation sheets, observation sheets, practicality questionnaires, and digital literacy tests covering seven indicators: digital device operation, information access, information evaluation, digital communication and collaboration, digital creativity, digital ethics, and digital security. The results showed that the CoDL-AR instructional design achieved highly valid categories in content and construct validation. The findings demonstrated that the instructional model exhibited a high degree of practicality and satisfactory reliability across all instructional phases. Furthermore, the effectiveness analysis revealed significant improvements in students’ digital literacy, supported by medium to high N-Gain scores and significant paired-samples t-test results (p < 0.05). Therefore, the CoDL-AR instructional design effectively enhances digital literacy and supports meaningful science learning experiences in primary education.
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Copyright (c) 2026 Didit Yulian Kasdriyanto, Ribut Prastiwi Sriwijayanti, Tamam Asrori, Ludfi Arya Wardana, Win Phyu Thwe
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