Developing Panca-AR for Scenario-Based Civic Reasoning and Peer Deliberation in Elementary Pancasila Education

Abstract

Augmented reality (AR) in elementary education has been used predominantly to visualize and contextualize academic content, while its potential to support scenario-based civic reasoning and peer deliberation remains underexplored. This study developed and evaluated Panca-AR, a marker-based AR application for Grade 5 Pancasila Education. Using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, a needs analysis involving 10 Grade 5 teachers informed design requirements related to contextual learning, interactive visualization, civic content, and classroom feasibility. Panca-AR was structured around Pancasila as a foundational civic framework and three applied scenario domains: Gotong Royong, Digital Ethics, and Kebhinekaan. Prototype development was followed by independent content, language, and media expert appraisal and expert-informed revision before classroom implementation. Fifty Grade 5 students from two intact classes completed an individual pre-test (T0), participated in Panca-AR learning activities and a 15-minute structured peer-deliberation session, and subsequently completed an individual post-test (T1). The pre-test and post-test used separate scenario-based forms developed from the same assessment blueprint. Overall scenario-based civic performance increased from 62.33 (SD = 17.99) at pre-test to 93.67 (SD = 5.21) at post-test. The distribution of within-participant difference scores satisfied the normality assumption, and a paired-samples t-test indicated a statistically significant increase in performance, t(49) = 12.75, p < .001, Cohen’s dz = 1.80. Student responses indicated high acceptance, while structured classroom observation documented scenario interpretation, perspective exchange, peer participation, consequence consideration, civic reason-giving, and collaborative reflection during peer deliberation. The findings indicate substantial immediate improvement on the scenario-based civic tasks across the integrated instructional sequence. Because the study used a one-group pre-test-post-test design and combined AR-supported scenarios with reflection and peer deliberation, the observed change should not be interpreted as an isolated causal effect of Panca-AR.