Moch Bayu S. Ibrahim, Suwito Eko Pramono, Fakhruddin, Bambang Subali
Visual-spatial intelligence is a crucial 21st-century competency that supports students in understanding abstract scientific concepts, particularly in elementary science learning. However, classroom practices still predominantly rely on conventional media that are limited in visualizing complex ecosystem interactions between biotic and abiotic components. This study aimed to develop and evaluate an Augmented Reality (AR)-based pop-up book as an innovative learning medium while describing students' visual-spatial performance after its implementation. A Research and Development (R&D) approach was employed using the 4D model (Define, Design, Develop, Disseminate). The developed media integrates three-dimensional pop-up illustrations with AR markers, enabling students to interact with virtual objects such as plants, animals, and food chains through mobile devices. The study involved 139 fifth-grade students from five elementary schools in Surabaya. Data were collected using a validated visual-spatial assessment instrument and analyzed descriptively. The results indicate that students demonstrated strong visual-spatial performance, with average scores ranging from 80 to above 90, and the majority categorized as highly creative and imaginative or creative and meticulous. However, these findings represent a descriptive profile rather than causal evidence of effectiveness due to the absence of pre-test and control group comparisons. This study highlights the potential of hybrid learning media that combine physical and digital elements to support multimodal learning and enhance students' engagement and visual-spatial exploration in elementary science education. Copyright (c) 2026 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License https://creativecommons.org/licenses/by/4.0/.
Universitas Negeri Semarang, Indonesia
