Development of an Augmented Reality-Based Culturally Responsive Teaching (CRT) Interactive Learning Model to Enhance Cultural Literacy Among Elementary School Students

Objective: This study aimed to develop and validate the model and examine its practicality and potential effectiveness in enhancing elementary school students’ cultural literacy. Novelty: The novelty of this study lies in the integration AR and CRT into an interactive Grade 5 PLBJ learning model that connects local culture, students’ experiences, and digital visualization. Methods: The study employed an embedded mixed-methods EDR approach involving 150 Grade 5 students from five public elementary schools across Jakarta and five teachers in the needs analysis. Development comprised needs analysis, model design, expert validation, limited trials, field implementation, and refinement. Results: The model obtained a mean expert-validation score of 90.4%, indicating high validity, and a practicality score of 89.2%, indicating high practicality. Students’ cultural literacy scores increased across all five participating schools, with the overall mean rising from 62.48 on the pretest to 83.16 on the posttest. The normalized gain (N-gain) was 0.55, indicating moderate improvement. Conclusion: These findings suggest that integrating CRT principles with AR-based visualization offers a promising approach to cultural literacy learning by providing opportunities for students to explore, interpret, and contextualize Jakarta’s cultural heritage. However, further research using a comparative design is needed to establish the model’s effectiveness more rigorously.