This study applied a Research and Development (R&D) approach with the goal of producing a learning product, an Augmented Reality (AR)–based media on the history of Rawa Gede that is both valid and practical for use in schools. The R&D approach allows researchers to move systematically from identifying needs to developing, testing, and refining the product.

To guide this process, we adopted the ADDIE model, which consists of five key stages: Analysis, Design, Development, Implementation, and Evaluation. This model, first developed by Florida State University in 1975, remains widely used because of its structured yet flexible nature, making it suitable for educational innovation.

Each stage was carried out as follows: •

Analysis: We conducted classroom observations and interviews with teachers to understand students’ learning needs and their current understanding of nationalism.

Figure 3 above shows the ADDIE model was chosen because it provides a systematic yet flexible framework that supports continuous improvement throughout the research process.

ADDIE is a learning development model consisting of five stages, namely Analysis, Design, Development, Implementation, and Evaluation. This model was first developed in 1975 by Florida State University for military training needs in the United States. To date, ADDIE has become one of the most widely used models in learning system development due to its systematic, flexible nature and applicability in various educational contexts ( Rayanto Y. H., 2020). The analysis was conducted in one school to collect data related to the initial description of student nationalism and learning media needs. In the design stage, a design related to the Rawa Gede AR media was created. Next, in the development stage, the Rawa Gede History and Monuments AR media was developed. In the implementation stage, it was carried out in four schools with four classroom meetings. Finally, an evaluation was conducted to measure the effectiveness of learning using the Rawa Gede AR media.

The main reason for choosing the ADDIE method is because this model is systematic, flexible, and simple to apply in the context of developing technology-based learning media such as Augmented Reality (AR). In the Analysis stage, researchers conducted a study of elementary school students’ needs for local history learning media. The Design stage provides clear directions for designing media flow, visual content, and AR integration in order to instill the value of nationalism. Furthermore, the Development stage supports the AR media production process with internal testing, so that technical errors can be minimized. The Implementation stage provides space for students to try out the media in real learning situations, while the Evaluation stage provides a mechanism for continuous evaluation, both formative and summative, so that the media can be continuously improved and refined.

This study involved 126 fifth-grade students from five public elementary schools located in four subdistricts of Karawang Regency: Klari (SDN Anggadita V and SDN Gintungkerta II), Tegalwaru (SDN Cigunungsari I), Tirtajaya (SDN Tambaksari I), and Lemahabang (SDN Lemahmukti II). The total population consisted of 817 students, and the sample was selected using a purposive sampling technique.

Purposive sampling was used because it allowed the researchers to intentionally select participants who met specific criteria relevant to the study’s objectives ( Dewi, 2019). The inclusion criteria were students currently enrolled in the fifth grade during the 2024/2025 academic year, who attended school regularly, and whose parents or guardians provided consent to participate in the study. Students who did not meet these criteria were not included.

The participants were between 10 and 11 years old, corresponding to Piaget’s concrete operational stage of cognitive development ( Wardani, 2022).

At this stage, students are able to understand cause and effect relationships, historical space time concepts, and more complex visual representations, thus aligning with the interactive visual characteristics of augmented reality media. In addition to cognitive readiness, the selection of fifth grade students was also based on considerations of social identity development.

According to Erik Erikson’s theory of psychosocial development, elementary school age (10-11 years) is a crucial phase in the formation of social identity, a sense of belonging to a group, and the internalization of cultural and national values. At this stage, children begin to understand collective concepts such as nation, historical struggles, and national symbols, and develop empathy for historical events. Therefore, fifth-grade students are considered the most developmentally appropriate group for learning about local history-based nationalism through the augmented reality media of the Rawa Gede Monument (See Table 1 for details). The nationalism tests, classroom observations, and interviews were conducted according to this distribution during the data collection process.

In the first stage, researchers conducted observations and interviews with teachers and students to determine their level of nationalism and learning media needs. During the implementation process, observation guidelines were provided to assess the practicality of the media in relation to nationalism, and tests were administered at the end of the learning process to measure the effectiveness of AR media in relation to the nationalism of elementary school students.

Research on the development of Augmented Reality (AR) media on the history of Rawa Gede was conducted in several elementary schools spread across four different subdistricts in Karawang Regency. These schools were selected based on the diversity of student characteristics, geographical conditions, and socio-cultural environments that could influence students’ understanding and attitude towards nationalism.

With the variety of contexts in these four subdistricts, this study is expected to provide a comprehensive picture of the effectiveness of AR media in instilling nationalism in elementary school students. The results of this study can also be used as a reference for the development of similar media in regions with diverse social, economic, and geographical conditions.

This study used open ended interviews with teachers regarding their needs for AR learning media, questionnaires, observations, and nationalism tests for students. The 20 test questions were validated through expert review and construct validity testing, and reliability testing was conducted (See Table 2 for details).

Based on the results of the analysis of the test questions, the test questions are declared reliable and suitable for use in collecting data on nationalism among elementary school students. The reliability of the test questions can be seen from the coefficient value obtained of 0.902 > 0.60 as a requirement for test questions to be declared reliable. It can also be interpreted from the rtabel value of 0.361, which means that 0.902 > 0.361 and states that the test questions are proven to be reliable.

The tools used in this study were open-ended interviews regarding learning media needs. The following is an example of an interview question: “ In your opinion, how does learning media play a role in fostering nationalism among students?”

Observations were conducted by observing learning activities using AR media related to nationalism (See Table 3 for details).

Data analysis was conducted as part of the research process so that the information obtained was meaningful. The analysis process for interview data was carried out through confirmatory review in accordance with the researcher’s questions and their relevance to the aspects that were the focus of the study. Tests were conducted to determine students’ knowledge of nationalism. The test data analysis process was carried out using a quantitative approach through the following formula: Nasionalisme = total score obtained score maximum × 100

After analysis, the results can be interpreted (See Table 4 for details). When the final score calculation process is complete, the researcher also measures classical achievement using a minimum achievement criterion of 70, which can be calculated as follows. PK = Number of students with grades ≥ 70 Number of students × 100 %

Thus, through these calculations, it is possible to determine the level of achievement of students who have developed nationalism in the good category.

The analysis of the effectiveness of AR media was conducted using the following “t” test: t = M d ∑ x d 2 n ( n − 1 )

While:

d _i = The difference between the after score and the before score for each subject

M _d = Average gain (d)➔ M _d = ∑d:n

X _d = Deviation of gain score from its average ➔ X _d = d _i - M _d

X _d ² = Square deviation of gain score from its average

N = The number of sample or research subjects

This study was reviewed and approved by the Research Ethics Committee of Universitas Buana Perjuangan Karawang (Approval No. 003/UBP-PI/V/2025). This written approval authorized the researchers to conduct the study in accordance with institutional and ethical standards. Prior to data collection, written permission to conduct classroom observations and interviews was obtained from the participating schools. In addition, written informed consent was obtained from the parents or legal guardians of all student participants. The students were also informed about the study’s purpose and procedures before their participation. The research involved minimal risk and was conducted under the supervision of classroom teachers. To protect the rights and privacy of respondents, all data obtained remain confidential and de-identified. No identifiable images or personal information are included in this manuscript.

The research began with a preliminary study through initial observation with reference to five indicators of nationalism, namely accepting Indonesia’s diversity, taking pride in Indonesia’s history and culture, having a love for the country, having an attitude of tolerance, and being willing to make sacrifices for the nation. To provide a more comprehensive picture, the researcher conducted structured observations, which can be seen in Figure 4 below.

Based on the information presented in the figure above, it is clear that the lowest average score for students’ initial nationalism was achieved by SDN Tambaksari I, while the highest average score was achieved by SDN Gintungkerta II. When interpreting the average nationalism scores of students, all four sample groups fall into the category that needs further improvement because their achievements are relatively low.

The first indicator observed was acceptance of Indonesia’s diversity. Classroom observations indicated that tolerance among peers from different backgrounds was generally positive, although occasional teasing related to accents or skin color still occurred. This suggests that while inclusive attitudes are present, they remain in a developing stage. The second indicator observed was pride in Indonesian history and culture. Observations revealed that students’ knowledge of national history was largely limited to major national events presented in textbooks, such as the Proclamation of Independence and well-known national heroes. When asked about local history, particularly the Rawa Gede tragedy, most students were unfamiliar with it and tended to recognize more widely popular figures such as Soekarno, Hatta, and Kartini. Interview responses supported this finding, for example: “I am very happy to learn about the heroes of Karawang, but sometimes I forget their names.”

These findings indicate that students’ familiarity and emotional connection with local historical narratives remain limited. This condition may be associated with the relatively low exposure to contextualized and meaningful representations of local history in their learning experiences. However, this interpretation should be understood cautiously, as multiple factors such as curriculum emphasis, prior knowledge, and sociocultural environment may also influence students’ historical awareness.

The third indicator observed was love for the country. Initial observations showed that students demonstrated enthusiasm in participating in flag ceremonies and singing the national anthem. However, interview results suggested that many students interpreted love for the country primarily as compliance with school routines rather than as a deeper civic or historical awareness. For example, one student stated: “I know that the flag must be flown every Monday, but sometimes I forget what it means. The important thing is just to participate in the ceremony.” This suggests that symbolic participation is present, but reflective understanding remains limited.

The fourth indicator observed was tolerance. Observations indicated that students were generally willing to cooperate in groups despite different backgrounds. Interviews also highlighted their awareness of respecting peers and avoiding discrimination. Nevertheless, a tendency to form friendship groups based on similarity was still observed, indicating that inclusive attitudes are present but not yet fully internalized. The fifth indicator observed was willingness to sacrifice for the nation. This concept remained difficult for students to interpret. Interview responses showed that students associated “sacrifice” mainly with everyday prosocial behaviors such as sharing food or helping teachers. They had not yet connected this concept with historical sacrifices made by national heroes. This suggests that students require more concrete and contextual learning experiences to meaningfully understand abstract civic values such as national sacrifice.

Overall, the observation and interview results indicate that nationalism among fifth-grade elementary school students has begun to develop but remains at a relatively surface level of understanding. These findings highlight the need for learning approaches that can present historical narratives in more concrete, contextual, and experientially meaningful ways. In line with constructivist learning perspectives, meaningful engagement with historical content is strengthened when learners interact with representations that connect abstract narratives to tangible experiences. Therefore, the use of technology enhanced and immersive media, such as Augmented Reality (AR), may offer potential to bridge the gap between narrative historical knowledge and concrete learning experiences. This pedagogical rationale motivated the subsequent media needs analysis conducted with fifth-grade students, the results of which are presented in the following section ( Figure 5):

Based on the analysis of the media needs questionnaire that has been conducted, 24.3% of students are in dire need of learning media, 39.8% of students need learning media, 33.4% of students somewhat need learning media, and only 2% of students do not need learning media. Based on the results of observations and interviews with fifth-grade teachers and questionnaires with students, it was found that (a) local history learning is not yet part of the explicit curriculum in fifth grade. Learning tends to refer to thematic textbooks that focus more on national history or general events, resulting in students having fewer opportunities to learn about the history of their own environment. In fact, local history has strategic value in fostering a sense of identity, pride, and emotional attachment to one’s region of origin. (b) Students are unfamiliar with local historical events, particularly the Rawa Gede tragedy. It was found that most students are aware of major events such as the Proclamation of Independence, the struggles of national heroes, or the events of November 10, but almost none are able to explain the Rawa Gede tragedy in detail.

This shows that students’ knowledge is still limited to the grand narrative of national history and does not touch on events in their surrounding areas. This is evidence of the lack of exposure to local history, which results in students’ weak understanding of the struggles and sacrifices of the local community in defending independence. (c) Teachers find it difficult to deliver local history material due to limited media and contextual learning resources. Teachers say that limited media and contextual learning resources are the main factors. Material on the Rawa Gede tragedy is difficult to find in mainstream textbooks, and supporting resources such as documentation, videos, or interactive media are still rarely available. As a result, local history is only taught through oral stories or simple additional information.

This has resulted in a lack of appeal in learning and a low level of in-depth understanding among students; (d) There is a need for innovative media that can instill the values of nationalism, while utilizing digital technology that is attractive to students.

In this context, augmented reality (AR) media is one potential alternative solution. AR can provide an immersive learning experience, where students not only read or hear historical stories, but can also see interactive visual representations of events and figures. Thus, analysis of questionnaire data, observations, and interviews shows that there is a gap between student needs and the availability of appropriate learning media. Students need engaging media, teachers require contextual media support, while the curriculum has not fully accommodated local history.

The researchers concluded that AR-based learning media on the history of Rawa Gede Karawang is needed and is expected to be the answer to these needs. This media is not only relevant for introducing forgotten local historical events, but also serves as an effective means of instilling nationalism in students from an early age through a fun, meaningful learning experience that is in line with developments in educational technology.

The media design was carried out using an integrative approach between technology and historical material. The main components of the Augmented Reality (AR) media for the Rawa Gede Historical Monument, or “Morage” for short, are:

3D model of the Rawa Gede Monument and illustrations of historical events.

The Augmented Reality (AR) learning media design for the Rawa Gede Historical Monument (Morage) was created using an integrative approach, combining digital technology with contextual local historical content. This approach was chosen because elementary school students, especially those in fifth grade, need learning media that not only conveys information textually, but also provides an interesting, enjoyable, and interactive learning experience. Through the integration of AR technology with historical material, Morage is expected to create a more lively learning atmosphere and foster values of nationalism from an early age. The 3D model is designed to resemble the actual monument so that students can feel as if they are seeing the monument in person. In addition, illustrations of historical events of the Rawa Gede tragedy, such as the people’s struggle against the colonizers and the sacrifices of the fighters, are displayed to strengthen students’ understanding of the context of the events. These visual displays help students who are still in the concrete thinking stage to more easily understand abstract historical material.

The historical narrative is in text form and accompanied by music.

The text narrative is written in simple and communicative language, tailored to the cognitive development level of elementary school students. This narrative aims to explain the background, course of events, and meaning of the people’s struggle in the Rawa Gede tragedy. Meanwhile, accompanying music is used to add emotional nuance, so that students can better appreciate the historical story being presented. This combination of text and audio not only strengthens cognitive understanding, but also encourages students’ affective involvement.

AR interaction uses a QR Code scanner that can direct users to an augmented reality (AR) visual experience via a mobile device/cell phone.

In this medium, students can use their mobile devices to scan the QR Code provided in the book or worksheet. After scanning, students will be directed to an AR-based visual experience that displays 3D models, illustrations, and historical narratives. This mechanism provides an innovative learning experience that is in line with the digital habits of the current generation. AR interaction through QR codes also provides easy access, so that the media can be used both in class with teachers and independently by students at home.

Instilling nationalistic values such as accepting Indonesia’s diversity, taking pride in Indonesia’s history and culture, having a love for the country, and having an attitude of tolerance and willingness to sacrifice for the nation through interactive quizzes in the Wordwall application.

After exploring the AR material, students are directed to answer quizzes about the history of Rawa Gede. These quizzes not only serve to evaluate students’ understanding, but also to strengthen the internalization of nationalistic values. In this way, students not only learn to remember information, but also reflect on the meaning of the heroes’ struggles in their daily lives.

The historical material is adapted from the topic “My Region, My Pride” in the Ministry of Education, Culture, Research, and Technology’s textbook for fifth grade elementary school students.

This integration ensures that Morage media does not deviate from the applicable curriculum framework, but rather enriches and deepens existing material. Thus, the use of AR media can complement thematic learning that supports basic competency achievement while strengthening students’ understanding of their local history.

The Augmented Reality media developed consists of the Rawa Gege Monument and the Rawa Gede Golden Statue. The 3D images were created using a 2D design application called Photoshop, while the 3D glb format designs were created using 3D Hunyuan Tencent. The backend programming language used is React Js, while the frontend programming language used is React Native. This AR media has been published on the Android app store and has been refined through revisions by media experts, material experts, and language experts (See Table 5 for details).

This media has been validated by experts consisting of material experts, media experts, and primary education practitioners. There are several notes from media experts, namely that interactive sentences should be provided at the beginning of the application display for virtual exploration, and several images related to primary school children should be created. Another recommendation is to fill in the blank text on the Rawa Gede gold statue.

Based on the reviews provided by experts, it was declared that the Morage AR Media was suitable for testing. The adjustments suggested by the experts were implemented by the researchers, resulting in the completion of improvements to the Rawa Gede AR Media (See Table 6 for details).

In a limited test, researchers used one class at one school, namely SDN Tambaksari I, as a test sample. In the class in question, there were 26 students who participated in history lessons using the Rawa Gede AR media. In this limited trial, the researchers first conducted training of trainers (TOT) for the teacher who taught in the class, as the researchers acted as observers of the learning process to identify weaknesses and shortcomings of the AR Rawa Gede media. The process took place in accordance with the learning stages outlined in the lesson plan (RPP) for four meetings. The learning activities using the AR Rawa Gede media were conducted interactively, with students engaging in augmented reality exploration, discussion, and reflection guided by the teacher. To statistically test the research data obtained related to students’ pre-test and post-test achievements (See Table 7 for details).

As stated earlier, there was an increase in students’ nationalism achievement as seen from the scores obtained. In the pre-test, the average score achieved by students was 75.42, which increased to 83.5 in the post-test. This means that there was an increase of 8.08 points in students’ nationalism. As proof of the feasibility of using the Rawa Gede AR media in limited tests, an analysis was conducted using a t-test (See Table 8 for details) . Test results, it is known that the significance value obtained is 0.001, which means < 0.05. Therefore, it can be concluded that the difference between the pre-test and post-test scores for each student is not equal to zero, meaning that the use of the Rawa Gede AR media has been proven to help develop students’ nationalism.

In a broad test, this study was conducted in four elementary schools consisting of four sub-districts, namely Tegalwaru subdistrict (SDN Cigunungsari I), Tirtajaya subdistrict (SDN Tambaksari I), Klari subdistrict (SDN Gintungkerta II), and Lemahabang subdistrict (SDN Lemahmukti II) with a total of 103 fifth grade students as subjects. The implementation was carried out in four learning sessions, which included an introduction to the history of Rawa Gede, the use of AR media in learning, discussions, and nationalism quizzes. From these four sessions, the results of students’ learning activities using AR media can be seen in Figure 6 below.

The figure above shows that augmented reality media on the history of Rawa Gede has been effectively used to optimize student learning activities and enhance student nationalism. This is evident in the increase in post-observation scores in each meeting. Observations and interviews after learning show that students are actively and enthusiastically involved in using AR, have a better understanding of local historical events, and experience a positive increase in national values.

The effectiveness evaluation was conducted using pre-posttests with a nationalism instrument in four elementary schools, and the results were as follows:

From Figure 7, in general, the average scores achieved by students in the four schools that were part of the large-scale pilot test show that students have a good understanding of nationalism. Based on the data in Figure 6, the percentage of achievement is calculated as follows: PK = Number of studen with a score of ≥ 70 Number of students × 100 % PK = 96 103 × 100 % = 93 , 20 %

Based on the results of calculating the percentage of achievement in providing a minimum understanding of nationalism using AR media to elementary school students, it has been achieved, considering that a percentage of 93.20% is a very high level of achievement. As for testing the significance (effectiveness) of using AR media on the history of Rawa Gede, it can be done through a difference test (t-test) (See Table 9 for details). Based on the test results, it is known that the significance value obtained is 0.001, which means < 0.05. Therefore, it can be concluded that the difference between the pre-test and post-test scores for each student is not equal to zero, meaning that the use of the Rawa Gede AR media has been proven to help increase nationalism among elementary school students. Analyzing the results obtained, the implied meaning of this value is that the Rawa Gede AR media can be used effectively in learning to increase nationalism among students, especially in elementary schools. After adjustments were made at each stage of testing, the Rawa Gede AR media has become a complete learning media that has been tested for its validity and practicality and is effective in increasing nationalism among elementary school students.

This study has several limitations that should be considered when interpreting the findings; First, measuring nationalism attitudes in elementary school students presents inherent challenges. Students at this developmental stage often express values through symbolic behaviors and situational responses rather than stable attitudinal constructs. Although this study combined observation and interview data to capture multiple dimensions of nationalism, the assessment still relies on interpretative indicators that may not fully represent internalized values.

Second, the sample involved fifth grade students from five elementary schools in Karawang Regency. While the selection represented diverse school contexts within the region, the findings remain context specific and cannot be generalized to all elementary populations. Cultural familiarity with local history and exposure to regional narratives may differ across regions.

Third, the study focused specifically on the local historical context of the Rawa Gede tragedy in Karawang. The relevance and emotional resonance of this historical content are closely tied to students’ geographical and cultural proximity. Consequently, the effectiveness of the AR media may vary when applied in areas without direct connection to this historical event.

Finally, the implementation of AR learning media depended on available technological infrastructure and teacher facilitation capacity in participating schools. Variations in device availability, digital literacy, and classroom management of AR activities may influence learning experiences and outcomes. Despite these limitations, the study provides initial empirical and pedagogical insights into the use of augmented reality for local history based nationalism learning in elementary social studies. Future research is recommended to examine long-term attitudinal change, broader regional implementation, and comparative experimental evaluation of AR-mediated value learning.

Future research is recommended to further validate the nationalism measurement model using factor analytic approaches such as exploratory or confirmatory factor analysis with larger samples. To expand and deepen the results of further research, other collections of local history-based AR media can be developed in various regions of Indonesia so as to enrich social studies and history learning in elementary schools while strengthening national identity more evenly.