Technology-enhanced STEAM learning through augmented reality digital storybooks: effects on scientific literacy and disaster preparedness in elementary science education

Cholifah Tur Rosidah; Deving Eka Misbakhul; Danang Prastyo; Reza Rachmadtullah; Las Johansen B. Caluza

doi:10.58524/jasme.v6i3.1535

Authors

Cholifah Tur Rosidah Universitas PGRI Adi Buana, Indonesia
Deving Eka Misbakhul Universitas PGRI Adi Buana, Indonesia
Danang Prastyo Universitas PGRI Adi Buana, Indonesia
Reza Rachmadtullah Universitas PGRI Adi Buana, Indonesia
Las Johansen B. Caluza Letye Normal University, Philippines

DOI:

https://doi.org/10.58524/jasme.v6i3.1535

Keywords:

Augmented Reality, Disaster Preparedness, Scientific Literacy, STEAM Education, Technology-Enhanced Learning

Abstract

Background: Scientific literacy and disaster preparedness are critical competencies for elementary students, particularly in disaster-prone contexts. However, science education frequently addresses scientific understanding and preparedness as separate learning outcomes, creating a need for an integrated pedagogical approach that connects scientific reasoning with authentic disaster-related decision-making.

Aim: This study investigated the effects of technology-enhanced STEAM learning through augmented reality digital storybooks (DS-AR STEAM) on elementary students’ scientific literacy and disaster preparedness.

Method: A quasi-experimental pretest–posttest control-group design involved 60 fourth-grade students from two intact classes, comprising an experimental group (n = 30) and a control group (n = 30). The experimental group participated in learning that integrated contextual disaster narratives, augmented reality visualization, scientific inquiry, STEAM problem-solving, and preparedness-oriented decision-making, whereas the control group received conventional science instruction. Data were collected using a contextualized scientific literacy test and a nine-item disaster preparedness questionnaire and analyzed using descriptive statistics, normalized gain, and non-parametric between-group comparisons.

Results: The experimental group achieved significantly higher scientific literacy (M = 94.67) than the control group (M = 82.33; p < .001). The corresponding N-Gain values were 0.848 (high) and 0.495 (moderate). Disaster preparedness was also higher in the experimental group (80.37%) than in the control group (67.41%).

Conclusion: Technology-enhanced STEAM learning through augmented reality digital storybooks offers a promising approach for simultaneously strengthening scientific literacy and disaster preparedness by connecting scientific reasoning, interactive visualization, interdisciplinary problem-solving, and preparedness-oriented decision-making in elementary science education.

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