SCAFFOLDED PROBLEM-BASED LEARNING WITH AUGMENTED REALITY IN PRIMARY EDUCATION

Abstract

This study investigated the effectiveness of an integrated framework combining Augmented Reality (AR)-supported Problem-Based Learning (PBL) with scaffolding to improve primary students’ critical thinking skills and teaching practices. A quasi-experimental design was conducted with 150 fourth-grade students in Central Kalimantan, Indonesia. The experimental group (n = 75) received AR-supported PBL with scaffolding, whereas the control group (n = 75) received conventional instruction. Instrument validity was established through EFA and CFA. Non-parametric analyses showed significantly higher critical thinking performance in the experimental group (p < .001), with a large effect size (Hedges’ g = 1.23) and moderate learning gain (N-gain = 0.52). Classroom observations indicated high levels of instructional facilitation, scaffolding implementation, student engagement, and AR integration. The findings extend socio-constructivist perspectives by highlighting the role of AR as a pedagogically embedded cognitive support within inquiry-based learning environments.