Kasiyun Suharmono, Mariati Pance, Alistiana Lisa, Wahyu Widyawati Ika
The integration of digital technology into education has opened new opportunities to address the challenges of reading literacy and communication skills among prospective primary school teachers. This study investigates the effectiveness of Augmented Reality (AR)-based reading literacy instruction in improving conceptual understanding and communication skills of PGSD students. A quasiexperimental design with a pretest–posttest control group was employed, involving 72 students from Universitas Nahdlatul Ulama Surabaya, divided into an experimental class (n = 37) and a control class (n = 35). The experimental group received AR-based literacy instruction, while the control group engaged in conventional reading activities. Data were collected using a reading comprehension test, a communication skills rubric, and a student perception questionnaire. The results revealed that the experimental group achieved significantly higher posttest scores in conceptual understanding (M = 82.14) compared to the control group (M = 74.03), with ANCOVA confirming a large effect size (Cohen’s d = 0.82). In terms of communication skills, the experimental group also demonstrated superior performance (M = 85.37) relative to the control group (M = 77.26), particularly in oral communication, where gains in fluency, clarity, and confidence were most evident. Student perception data further indicated that 87% found AR activities engaging, 82% reported better conceptual comprehension, and 79% acknowledged improvements in collaborative communication. These findings underscore the pedagogical value of AR in literacy education, highlighting its dual contribution to cognitive and communicative development. The study affirms that AR is not merely a technological supplement but a transformative instructional tool aligned with constructivist theory and 21st-century learning needs. Its integration in teacher education programs can better prepare PGSD students with the literacy and communication competencies essential for future classroom practice. © Copyright (c) 2025 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Universitas Nahdlatul Ulama Surabaya, Indonesia; STAI Taruna Surabaya, Indonesia; Universitas Negeri Malang, Indonesia
