Development of Poketun Application (Augmented Reality-Based Pocket Book of Pantun) to Improve Children’s Literacy Skills and Literary Appreciation

Ahmad Syaeful Rahman

Abstract


This study aims to develop Poketun (Pocket Book Pantun Based on Augmented Reality) as an interactive digital medium to enhance elementary school students’ reading literacy and literary appreciation. The research adopted a research and development (R&D) design with a qualitative approach, based on the 4D development model (Define, Design, Develop, Disseminate). Data were collected through observation, interviews, documentation, and expert validation, and were subsequently analyzed descriptively. The results revealed that students’ initial reading literacy and pantun appreciation were still low; most students merely memorized pantun without understanding their aesthetic and moral values. The Poketun application was then designed with thematic pantun content, AR visualization, audiovisual features, and interactive tools that support both reading and composing pantun. Expert validation indicated that the application was feasible to use, with suggestions for improvement such as simplifying navigation, adding more diverse pantun, and providing offline access. Classroom implementation showed positive responses: students were more enthusiastic, motivated to read, and better able to grasp the meaning of pantun. Teachers also reported that the application enriched learning variation and reduced students’ boredom. The novelty of this study lies in integrating AR with literary learning, in contrast to previous studies that mostly focused on science or mathematics. Theoretically, the study expands the discourse on reading literacy and children’s literary appreciation in digital contexts, while practically, it offers innovative learning media and contributes to preserving local cultural heritage.

Keywords


Augmented reality; literary appreciation; pantun; Poketun, reading literacy

Full Text:

PDF

References


Abidin, Y., Mulyati, T., Yuniarti, Y., & Nurhuda, T. (2023). The Effects of Integrating Folklore and Mixed Reality Toward Student’s Cultural Literacy. International Journal of Society, Culture & Language, 11(1), 307–319.

Adam, H., Barratt-Pugh, C., & Haig, Y. (2019). “Portray Cultures Other Than Ours”: How Children’s Literature is Being Used to Support the Diversity Goals of the Australian Early Years Learning Framework. The Australian Educational Researcher, 46(3), 549–563.

AlGerafi, M. A. M., Zhou, Y., Oubibi, M., & Wijaya, T. T. (2023). Unlocking the Potential: A Comprehensive Evaluation of Augmented Reality and Virtual Reality in Education. Electronics, 12(18), 3953.

Anderson, T., & Shattuck, J. (2012). Design-Based Research: A Decade of Progress in Education Research? Educational Researcher, 41(1), 16–25.

Anshori, M. (2018). Pemanfaatan Teknologi Informasi dalam Pembelajaran. Jurnal Pendidikan dan Teknologi, 4(2), 112–120.

Boboc, R. G., Băutu, E., Gîrbacia, F., Popovici, N., & Popovici, D.-M. (2022). Augmented Reality in Cultural Heritage: An Overview of the Last Decade of Applications. Applied Sciences, 12(19), 9859.

Boer, D., & Fischer, R. (2013). How and When Do Personal Values Guide Our Attitudes and Sociality? Explaining Cross-Cultural Variability in Attitude–Value Linkages. Psychological Bulletin, 139(5), 1113.

Bojiah, J. (2022). Effectiveness Of Moodle In Teaching and Learning. Journal of Hunan University Natural Sciences, 49(12).

Caudell, T. P., & Mizell, D. W. (1992). Augmented Reality: An Application of Heads-Up Display Technology to Manual Manufacturing Processes. Proceedings of the Twenty-Fifth Hawaii International Conference on System Sciences, 2, 659–669. https://doi.org/10.1109/HICSS.1992.183317.

Denham, A. E. (2024). Empathy & literature. Emotion Review, 16(2), 84–95. https://doi.org/10.1177/17540739241233601.

Diaz, C., Hincapié, M., & Moreno, G. (2015). How the Type of Content in Educative Augmented Reality Application Affects the Learning Experience. Procedia Computer Science, 75, 205–212.

Erwis, F., Jixiong, C., Rahayu, N., Raharja, A. R., & Zebua, R. S. Y. (2024). Use of Augmented Reality (AR) in Mobile Learning For Natural Science Lessons. Journal of Social Science Utilizing Technology, 2(1), 116–126.

Esti, I., Hersulastuti, H., Indiyah, P. A., & Kun, A. A. (2023). Portrait of Education in Indonesia: Learning From PISA Results 2015 to Present. International Journal of Learning, Teaching and Educational Research, 22(1), 321–340.

Farniati, F., Arwan, A., & Haris, A. (2025). Digital Based Literacy Learning Integration to Increase The Appreciation and Creativity of High School Students. Jurnal Ilmiah Profesi Pendidikan, 10(3), 3039–3046.

Feagin, S. L. (2018). Reading with feeling: The aesthetics of appreciation. Cornell University Press. http://www.jstor.org/stable/10.7591/j.ctv75d3wd.

Fitayanti, S. (2024). Transforming and Evaluating EFL Speaking Skills With Augmented Reality: An AR-Based Module Approach. English Review: Journal of English Education, 12(2), 833–842.

Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction. Longman Publishing.

Guthrie, J. T., & Wigfield, A. (2017). Literacy Engagement and Motivation: Rationale, Research, Teaching, and Assessment. In Handbook of Research on Teaching the English Language Arts (pp. 57–84). Routledge.

Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional Contexts for Engagement and Achievement in Reading. In Handbook of Research on Student Engagement (pp. 601–634). Springer.

Ji, S., Mokmin, N. A. M., & Wang, J. (2025). Evaluating the Impact of Augmented Reality on Visual Communication Design Education: Enhancing Student Motivation, Achievement, Interest, and Engagement. Education and Information Technologies, 30(5), 6617–6639.

Koesnandar, A. (2020). Media Pembelajaran Digital dalam Era Pandemi. Jurnal Teknologi Pendidikan, 22(3), 211–225.

Kurata, K., Ishita, E., Miyata, Y., & Minami, Y. (2016). Students’ Digital Reading Habits and Preferences. Journal of Educational Media and Library Sciences, 53(2), 85–111.

Lai, A., Chen, C., & Lee, G. (2019). An Augmented Reality‐Based Learning Approach to Enhancing Students’ Science Reading Performances From the Perspective of the Cognitive Load Theory. British Journal of Educational Technology, 50(1), 232–247.

Li, J. (2022). Emotion Expression in Modern Literary Appreciation: An Emotion-Based Analysis. Frontiers in Psychology, 13, 923482.

Lin, L., King, R. B., Fu, L., & Leung, S. O. (2024). Information and Communication Technology Engagement and Digital Reading: How Meta‐Cognitive Strategies Impact Their Relationship. British Journal of Educational Technology, 55(1), 277–296.

Martono, M., & Dewantara, J. A. (2024). Character Education Values in Pantun in Sintang to Realize the Profil Pelajar Pancasila at Multicultural Senior High School. APEBSKID International Conference on Multidisciplinary Studies, 198–214.

Mengmeng, Z., Xiao, H., Xiangwei, L., & Linying, L. (2025). Effects of Augmented Reality-Based Digital Mobile Game-Based Learning on the Engagement of Students. International Journal of Interactive Mobile Technologies , 19(6), 90–102. https://doi.org/10.3991/ijim.v19i06.53809

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: a Methods Sourcebook. SAGE Publications, Inc.

Muhaimin, L. H., Kusumah, Y. S., Juandi, D., Hendriyanto, A., & Sahara, S. (2023). The Role of Augmented Reality-Based Media for Enhancing Students’ Mathematical Ability: A Systematics Literature Review. AIP Conference Proceedings, 2909(1). https://doi.org/10.1063/5.0182121

Munir. (2017). Pembelajaran Digital. Bandung: Alfabeta.

Mustaqim, I. (2016). Pemanfaatan Augmented Reality sebagai Media Pembelajaran. Jurnal Pendidikan Teknologi Informasi dan Komunikasi, 1(1), 1–10. https://doi.org/10.24114/jtikp.v1i1.4289

Organisation for Economic Co-operation and Development. (2019). PISA 2018 Results (Volume I): What Students Know and Can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en

Pamungkas, O. Y., Paresti, S., Rosdiana, T., Mustika, I., Subagyo, T., & Rahmawati, F. P. (2025). Augmented Reality as a Tool for Inclusive Education: Improving Literary Psychology Learning for Students with Special Needs. Educational Process: International Journal, 16. https://doi.org/10.22521/edupij.2025.16.256

Pamungkas, O. Y., Purwoko, D., An-Nahidl, N. A., Mulyadi, M., & Wati, R. (2025). Augmented Reality-Based Psycholiterary Learning: Enhancing Emotional and Narrative Literacy in Higher Education. Research Journal in Advanced Humanities, 6(3). https://doi.org/10.58256/n5ygh731

Pureta, I. (2015). Lifelong learning process using digital technology. University of Osijek.

Ramtohul, A., & Khedo, K. K. (2024). Augmented Reality Systems in the Cultural Heritage Domains: A Systematic Review. Digital Applications in Archaeology and Cultural Heritage, 32, e00317.

Rix, J. (2009). A Model of Simplification: the Ways in Which Teachers Simplify Learning Materials. Educational Studies, 35(2), 95–106.

Rodearni, R., & Harahap, R. (2025). Analysis of Language Style in Pantun Nasihat: A Stillistic Study. Journal of Aceh Studies, 2(1), 162–172.

Rogers, T. (1991). Students as Literary Critics: the Interpretive Experiences, Beliefs, and Processes of Ninth-Grade Students. Journal of Reading Behavior, 23(4), 391–423.

Ryan, R. M., & Deci, E. L. (2024). Self-Determination Theory. In Encyclopedia of Quality of Life and Well-Being Research (pp. 6229–6235). Springer.

Santoso, S. (2003). Apresiasi Sastra Anak. Jakarta: Grasindo.

Sekretaris Jenderal Kemendikbud RI. (2020). Pedoman Pelaksanaan Belajar Dari Rumah Selama Darurat Bencana Covid -19 di Indonesia-SE Sekretaris Jenderal no 15 Tahun 2020.

Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional Development for Training Teachers of Exceptional Children: A sourcebook. University of Minnesota.

Tyner, K. (2014). Literacy in A Digital World: Teaching and Learning in the Age of Information. Routledge.

UNESCO. (2022). Education for All Monitoring Reports. Unesco.Org. https://en.unesco.org/gem-report/report/2002/education-all-world-track

United Nations Children’s Fund. (2020). COVID-19: Are Children Able to Continue Learning During School Closures? A Global Analysis Of The Situation. UNICEF. https://www.unicef.org/reports/remote-learning-reachability-factsheet-2020

Veeramuthu, S. P., Rahman, M. L. A., Asl, M. P., & Annamalai, M. D. M. A. R. (2023). Virtual World and the Teaching of Literature Studies in IR 4.0 Era: Learning Behaviour and Challenges of Malaysian University Students. In Handbook of Research on Consumer Behavioral Analytics in Metaverse and the Adoption of a Virtual World (pp. 273–291). https://doi.org/10.4018/978-1-6684-7029-9.ch013

Winarni, R., Setiawan, B., & Masjid, A. A. (2023). Philosophical Meaning and Educational Values in Sari Swara as a Textbook for Appreciating Children’s Literature. Theory and Practice in Language Studies, 13(11), 2984–2994. https://doi.org/10.17507/tpls.1311.29

Wulan, R., & Rahma, S. (2020). Respons Peserta Didik terhadap Penggunaan Media Berbasis Augmented Reality. Jurnal Inovasi Pendidikan Dasar, 5(1), 33–45.

Wulandari, Y., Rahmat, W., Kurniawan, M. A., Wirawati, D., & Anwar, N. (2025). The Effectiveness of Augmented Reality-Based Gamification in Folk Poetry Learning: Integrating Local Wisdom Into Education. Retos: Nuevas Tendencias En Educación Física, Deporte y Recreación, 67, 888–902.

Yuliono, S., Sarwanto, S., & Rintayati, P. (2018). The Effectiveness of Augmented Reality as a Learning Media. International Journal of Active Learning, 3(2), 100–109.

Zakir, M., Irwan, I., & Harliana, H. (2017). Augmented Reality sebagai Media Interaktif dalam Katalog Periklanan. Jurnal Ilmiah Teknik Elektro Komputer dan Informatika, 3(1), 1–8. https://doi.org/10.26555/jiteki.v3i1.7316

Zembylas, M. (2018). Reinventing Critical Pedagogy as Decolonizing Pedagogy: The Education of Empathy. Review of Education, Pedagogy, and Cultural Studies, 40(5), 404–421.




DOI: http://dx.doi.org/10.29300/disastra.v8i1.9166

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Ahmad Syaeful Rahman

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Disastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia

disastra@mail.uinfasbengkulu.ac.id

Universitas Islam Negeri Fatmawati Sukarno Bengkulu
Jl. Raden Fatah Kel. Pagar Dewa Kec. Selebar Kota Bengkulu, Indonesia

Disastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia is indexed by:


DISASTRA: Jurnal Pendidikan Bahasa dan Sastra Indonesia ini diterbitkan oleh UIN Fatmawati Sukarno Bengkulu dan Disebarluaskan dengan perijinan dibawah Creative Commons Attribution License (CC BY 4.0)