Nita Novianti, Mohamad Syarif Sumantri, Firmanul Catur Wibowo
Indonesia is a country that has a relatively high potential for natural disasters with its geographic location between the meeting of 3 large plates, so it is important to teach disaster mitigation from an early age. There is very little natural disaster mitigation material in primary schools and not all students have experienced a natural disaster, so media is needed for disaster simulations. One such medium is Augmented Reality (AR), which promotes student engagement through authentic, real-world explorations. AR’s three-dimensional (3D) visual effects enable students to experience simulations of unfamiliar natural disasters, fostering meaningful, mindful, and engaging learning experiences. This innovation transcends simple visualization, transforming abstract disaster mitigation concepts into immersive learning opportunities for primary school students. Science learning augmented reality based deep learning (SCILARD), an innovative platform integrating AR and deep learning, was utilized to facilitate interactive and personalized science learning experiences in primary school students.This study investigates the impact of SCILARD on the disaster mitigation skills of primary school students. A quasi-experimental method was used, employing a Matching-Only Pretest–Posttest Control Group Design with two groups: experimental and control. Data were collected from 95 fifth-grade students, with 47 in the experimental group and 48 in the control group. The findings indicate that: (1) SCILARD significantly enhances disaster mitigation skills (N-gain = 0.422, moderate; (2) Disaster mitigation skills that can be developed for primary school students through the SCILARD media include prevention, preparedness, response, and recovery; (3) SCILARD media demonstrated high effectiveness (effect size = 0.95), as shown by observations that students in the experimental group were more focused, asked more questions, actively sought solutions, utilized the application’s features, showed enthusiasm without signs of boredom, and took initiative in completing tasks; (4) Students in the SCILARD class reported high curiosity and eagerness to learn about disaster mitigation content presented through AR. They recognized the practical application of AR-delivered information in daily life, found the AR application engaging and enjoyable, and expressed genuine enjoyment in the learning process. © Copyright (c) 2025 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
State University of Jakarta, Indonesia
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