Developing Augmented Reality Flashcards Featuring Rumah Lontiok of Kampar to Support Cultural Literacy in Early Childhood
DOI:
https://doi.org/10.17977/um039v11i22026p313-325Keywords:
Augmented Reality, Cultural Literacy, Early Childhood, Rumah Lontiok, ADDIEAbstract
Cultural literacy in early childhood develops through opportunities to recognize, understand, appreciate, and communicate the meaning of local culture. In kindergartens, cultural learning may still rely on pictures, books, and verbal explanations, providing limited opportunities for children to interact with cultural objects. This study aimed to develop Augmented Reality (AR) marker-based flashcards featuring the Rumah Lontiok of Kampar Regency and to examine their validity, practicality, and preliminary evidence of improving children's cultural literacy. The study employed a Research and Development (R&D) approach using the ADDIE model. Participants included three expert validators, six teachers, four children in a small-group trial, and 12 children in a large-group trial. Data were collected through observations, interviews, validation and practicality questionnaires, as well as cultural literacy pretests and posttests. The large-group data were analyzed using the Wilcoxon Signed-Rank test because the data were not normally distributed. The results showed validity scores of 87.5% from media experts, 96.8% from language experts, and 95.0% from cultural literacy experts, while practicality based on teacher responses reached 86.2%. In the large-group trial, the mean score increased from 16.33 to 28.50, with p = 0.002 and an average individual normalized gain of 0.8154 (81.54%), categorized as high. These findings indicate that the developed AR flashcards are highly valid and practical and provide preliminary evidence of improved children's cultural literacy.
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