Augmented Reality Media in Social Studies Learning to Increase Nationalism in Elementary School Students

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These issues are linked to conventional learning methods and the lack of innovative, technology-based media in social studies education. Methods The research aimed to develop an immersive and contextual learning medium using Augmented Reality (AR) to foster students’ nationalism through the local history of the Rawa Gede Monument in Karawang, Indonesia. A Research and Development (R&D) design was applied using the ADDIE model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. Participants consisted of 126 fifth-grade students from five public elementary schools in four subdistricts of Karawang Regency. Data were collected through classroom observations, nationalism attitude scales, questionnaires, and interviews with students and teachers. Results The AR-based media, titled Rawa Gede History AR, was developed to integrate local historical content with interactive 3D visualizations. Expert validation indicated that the media was valid, practical, and feasible for classroom use. The implementation phase involved limited and broader field testing to evaluate effectiveness. Statistical analysis of pre-test and post-test results yielded a significance value of 0.001 (p < 0.05), showing a significant improvement in students’ nationalism after using the AR media. Observations and interviews further confirmed increased engagement, enthusiasm, and understanding of local history. Conclusions The findings suggest that integrating AR technology with local historical content enhances learning engagement and contextual understanding while strengthening students’ sense of national identity. Overall, Rawa Gede History AR serves as a validated, effective, and practical innovation for promoting nationalism and meaningful social studies learning in elementary schools. 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F1000Research 2026, 15 :52 ( https://doi.org/10.12688/f1000research.171467.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Research Article Augmented Reality Media in Social Studies Learning to Increase Nationalism in Elementary School Students [version 1; peer review: 2 approved with reservations] Sinta Maria Dewi https://orcid.org/0000-0001-7612-0090 1 , Yulistina Nur DS 1 , Yudi Firmansyah 2 , Oman Komarudin https://orcid.org/0000-0002-5386-1184 3 , Yuyun Dwi Haryanti https://orcid.org/0000-0003-2768-3078 4 Sinta Maria Dewi https://orcid.org/0000-0001-7612-0090 1 , Yulistina Nur DS 1 , [...] Yudi Firmansyah 2 , Oman Komarudin https://orcid.org/0000-0002-5386-1184 3 , Yuyun Dwi Haryanti https://orcid.org/0000-0003-2768-3078 4 PUBLISHED 13 Jan 2026 Author details Author details 1 Elementary School Teacher Education, Universitas Buana Perjuangan Karawang, Karawang Regency, West Java, Indonesia 2 Civics Education, Universitas Buana Perjuangan Karawang, Karawang Regency, West Java, Indonesia 3 Computer Science, Universitas Singaperbangsa Karawang, Karawang Regency, West Java, Indonesia 4 Elementary School Teacher Education, Universitas Majalengka, Majalengka, West Java, Indonesia Sinta Maria Dewi Roles: Conceptualization, Data Curation, Formal Analysis, Funding Acquisition, Investigation, Methodology, Validation, Visualization, Writing – Original Draft Preparation, Writing – Review & Editing Yulistina Nur DS Roles: Project Administration, Resources, Supervision, Writing – Original Draft Preparation Yudi Firmansyah Roles: Funding Acquisition, Project Administration, Supervision, Writing – Original Draft Preparation Oman Komarudin Roles: Formal Analysis, Funding Acquisition, Project Administration, Resources, Software, Supervision Yuyun Dwi Haryanti Roles: Funding Acquisition, Supervision, Validation, Visualization, Writing – Original Draft Preparation OPEN PEER REVIEW DETAILS REVIEWER STATUS This article is included in the Research Synergy Foundation gateway. Abstract Background This study addresses the limited awareness of local history, low sense of patriotism, and weak participation in national activities among elementary school students. These issues are linked to conventional learning methods and the lack of innovative, technology-based media in social studies education. Methods The research aimed to develop an immersive and contextual learning medium using Augmented Reality (AR) to foster students’ nationalism through the local history of the Rawa Gede Monument in Karawang, Indonesia. A Research and Development (R&D) design was applied using the ADDIE model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. Participants consisted of 126 fifth-grade students from five public elementary schools in four subdistricts of Karawang Regency. Data were collected through classroom observations, nationalism attitude scales, questionnaires, and interviews with students and teachers. Results The AR-based media, titled Rawa Gede History AR, was developed to integrate local historical content with interactive 3D visualizations. Expert validation indicated that the media was valid, practical, and feasible for classroom use. The implementation phase involved limited and broader field testing to evaluate effectiveness. Statistical analysis of pre-test and post-test results yielded a significance value of 0.001 (p < 0.05), showing a significant improvement in students’ nationalism after using the AR media. Observations and interviews further confirmed increased engagement, enthusiasm, and understanding of local history. Conclusions The findings suggest that integrating AR technology with local historical content enhances learning engagement and contextual understanding while strengthening students’ sense of national identity. Overall, Rawa Gede History AR serves as a validated, effective, and practical innovation for promoting nationalism and meaningful social studies learning in elementary schools. READ ALL READ LESS Keywords Augmented Reality, Development Media, Social Studies Learning, Nationalism, Elementary School Students Corresponding Author(s) Sinta Maria Dewi ( [email protected] ) Close Corresponding author: Sinta Maria Dewi Competing interests: No competing interests were disclosed. Grant information: Grant information: This research was funded by the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia through the Regular Fundamental Research Program for Higher Education Institutions (PFR) 2025 under the Research Contract No. 8029/LL4/PG/2025 and No. 06/LPPM/PNL-DIKTI/2025, dated June 4–5, 2025. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Copyright: © 2026 Dewi SM et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: Dewi SM, Nur DS Y, Firmansyah Y et al. Augmented Reality Media in Social Studies Learning to Increase Nationalism in Elementary School Students [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :52 ( https://doi.org/10.12688/f1000research.171467.1 ) First published: 13 Jan 2026, 15 :52 ( https://doi.org/10.12688/f1000research.171467.1 ) Latest published: 16 May 2026, 15 :52 ( https://doi.org/10.12688/f1000research.171467.2 )  There is a newer version of this article available. Suppress this message for one day. Introduction Nationalism is an attitude that needs to be instilled early on in elementary school students so that they develop a love for their country, appreciate their nation’s history, and understand the values of their heroes’ struggles ( Putra., 2023 ). However, there is currently a decline in nationalism among students, characterized by a lack of appreciation for history, low awareness of local culture, weak involvement in national activities, and a lack of exposure to local history and regional figures ( Atmaja, 2023 ). This is due to several factors, namely the lack of interest among students in learning history, conventional teaching methods such as lectures and memorization, and the limited use of innovative technology-based historical learning media in social studies lessons, which makes it difficult for students to imagine and appreciate historical events ( Firmansyah, 2025 ). History lessons in schools are often too general and focus only on national history. If examined, students would feel more emotionally connected if they learned about the history and heroes of their own region ( Agustiningsih, 2018 ). The Rawa Gede Monument as can be seen in Figure 1 below which located in Karawang is an important historical witness to the Indonesian people’s struggle against colonialism. The Rawa Gede tragedy, which occurred on December 9, 1947, became a symbol of the Indonesian people’s struggle against Dutch colonialism ( Rahmadani, 2022 ). Figure 1. Rawa Gede Monument and Event (This visualization is based on dataset available at https://doi.org/10.6084/m9.figshare.30529037.v2 ). However, on the other hand, at SDN Anggadita V, there are still many students who do not fully understand the meaning of these events due to the lack of innovative and engaging media. Technological developments in the world of education offer various solutions to improve learning effectiveness, one of which is Augmented Reality (AR) ( Wahiddiyah, 2023 ). AR technology allows students to interact directly with virtual objects, providing a more immersive and engaging learning experience ( Praseptya et al., 2024 ). AR media is capable of presenting information in the form of interactive 3D visuals that are appropriate for students at the concrete operational stage of development. It also engages students’ senses of sight, movement, and interaction in learning experiences related to historical concepts. This is in line with constructivist theory, which states that children construct knowledge through direct experience ( Wardani, 2022 ). By developing AR media based on the history of the Rawa Gede Monument “Morage”, students can see digital reconstructions of historical events, providing a more immersive learning experience. They can see and feel historical events in a more realistic visualization, so that students can better understand and appreciate the struggles of heroes and foster a sense of pride and love for their homeland ( Alfarez, 2021 ). In this study, the problems were formulated to analyze: 1) How can the development of AR media based on the history of the Rawa Gede “Morage” Monument increase nationalism among elementary school students? 2) How effective is AR media based on the history of the Rawa Gede “Morage” Monument in increasing nationalism among elementary school students? The purpose of this study was to develop AR media capable of increasing nationalism among students in social studies lessons on elementary school history. In this study, several questions were asked, including: (1) To determine the attitudes and knowledge of nationalism among elementary school students, a test instrument was developed based on indicators of knowledge about nationalism, a questionnaire related to nationalism, analysis of student answers, interviews with teachers, and analysis of media needs. (2) To develop AR media, an analysis of learning objectives, characteristics, and nationalism of students in social studies learning on historical material was conducted. (3) To determine the effectiveness of AR media development based on the history of the Rawa Gede “Morage” Monument, it was proven and tested through a “t” test and reviewed from student activities relevant to the increase in nationalism in each learning session held. Various studies have been conducted to increase student nationalism in social studies learning in elementary schools ( Musyaffa, 2024 ) highlighting cognitive aspects in learning with AR media; while ( Prawira, 2021 ) highlighting the development of AR media on the history of Hindu-Buddhist temples in West Java and the history of Majapahit to raise historical awareness. In addition, research has been conducted to create Busan 3D AR media to enhance understanding of the culture of the Indonesian archipelago ( Marjaya, 2024 ). AR to maintain the spirit of nationalism ( Fitriyanti, 2024 ) enhancing understanding of civic values ( Arsiva, 2024 ), and foster a sense of pride and love for the homeland ( Dzulfikar, 2025 ). AR in introducing Indonesian batik culture ( Afthon, 2025 ) fostering a sense of patriotism towards the golden generation of 2045 ( Dwikayani, 2024 ). AR based card innovation as an educational medium for learning about Indonesian culture ( Aryanti, 2025 ) namely Introduction to Fort Rotterdam Heritage with AR ( Hayati, 2019 ). Visualisation the Loyal Heart Lotus Brotherhood Symbol by AR ( Rachman, 2024 ), AR introduction to Animals of the Archipelago to Grow the Nations ( Abadi, 2022 ), AR as an introduction to heroic figures ( Djamaludin & Mahmudin, 2021 ), AR in the introduction to the history of Trowulan ( Martono, 2024 ). The uniqueness of this research lies in its focus on developing AR media that highlights the Rawa Gede ‘Morage’ Monument in Karawang, a historically important local event that has received little attention. The use of AR in elementary education in Indonesia is still limited, especially when it comes to integrating local history as a learning medium. Most previous studies have focused on introducing the culture of the archipelago, national heroes, national treasures, and popular historical sites such as temples, kingdoms, and Trowulan. This research fills the gap by developing AR media that highlights the Rawa Gede Monument (Morage) in Karawang, which can expand the use of AR in elementary school social studies learning by emphasizing the integration of nationalism values based on local history. Literature review Nationalism at the elementary school level is understood as a set of attitudes, knowledge, and behaviors that foster a love for the homeland, pride in national identity, and a willingness to respect and defend national values. At the stage of cognitive and moral development of children in elementary school. According to Piaget ( Dewi S. S., 2022 ) consistent character education can form the foundation for lasting nationalistic attitudes. The ideal elementary school curriculum integrates cognitive aspects such as understanding history and national symbols, affective aspects such as pride and empathy for historical heroes/victims, and psychomotor aspects such as nationalistic activities: ceremonies and community projects. Instilling nationalism is not merely a transfer of historical facts, but also an appreciation of the values of heroes’ services, the spirit of unity, and social responsibility, which can be mediated through meaningful and contextual learning experiences ( Dewi S. M., 2018 ). Local history, which covers events, figures, and historical sites in the students’ surroundings, has pedagogical advantages as a relevant starting point for understanding national history. By studying local history, students can more easily relate abstract history to their daily lives, thereby forming emotional connections and local identities that contribute to national identity. Dewi S. M. (2021) emphasizes that local history can serve as a “gateway” to understanding the national narrative because it humanizes history and presents concrete evidence of struggle at the community level. The Rawa Gede incident occurred on December 9, 1947, in Balongsari Village, Rawamerta District, Karawang, West Java. This event was part of the Dutch military operation in the First Military Aggression to destroy the forces of the Republic of Indonesia, particularly the Siliwangi Division. To commemorate this event, the government built the Rawa Gede Monument as a symbol of the people’s sacrifice and evidence of the cruelty of colonialism. This event has important historical value for the education of nationalism, especially for the younger generation, because it emphasizes the meaning of struggle, sacrifice, and love for the homeland ( Lorenz, 2015 ). In the context of Rawa Gede, introducing local stories, events, and monuments can strengthen regional pride while fostering a sense of belonging to the nation’s history and an important component in the formation of nationalism at the elementary school level. The use of local resources such as interviews with prominent figures, site visits, and artifacts also helps construct authentic historical meaning for students. Learning media serve as intermediaries to convey pedagogical messages more clearly, attractively, and effectively. In social studies and history, visual, audiovisual, and interactive media play a role in transforming chronological information into learning experiences that are easier for elementary school students to digest. Ediyani (2020) states that the right media can increase motivation, clarify concepts, and support a variety of teaching methods. Media that provide context, such as maps, archival photos, dramatizations, and 3D models, help build temporal and spatial understanding and important skills in history learning. Augmented Reality (AR) is a technology that combines virtual objects (images, text, 3D animations) into the real world interactively through digital devices. In the context of education, AR can increase student engagement by providing an immersive, interactive, and contextual learning experience. Several studies show that the use of AR in learning (1) can increase student motivation to learn, (2) help students understand abstract concepts more concretely, and (3) increase students’ cognitive, affective, and psychomotor engagement ( Wahiddiyah N. L., 2023 ). The use of AR in promoting the local history of Rawa Gede can be an innovative strategy in instilling nationalism. Through interactive visualizations in the form of historical figures, monuments, and scenes from historical events, students not only understand historical facts, but also experience emotional experiences that can strengthen their love for their country. This is in line with the constructivist views of Piaget and Vygotsky ( Huang, 2021 ), which emphasize the importance of meaningful learning experiences in building students’ knowledge and attitudes. By presenting history through AR, fifth-grade elementary school students can actively construct historical knowledge while fostering an attitude of nationalism through an appreciation of the values of struggle. Based on the above study, the integration of AR as a medium for teaching local history (Rawa Gede) to elementary school students offers synergy between the power of local context and building emotional attachment and identity, the pedagogical principles of interactive media by facilitating understanding and engagement, and the potential of AR technology by creating an immersive experience. This research is relevant because it addresses the gap in research, namely the lack of AR studies that explore the formation of nationalism through local history at the elementary school level in Indonesia. can be described in the following conceptual framework, can be seen in Figure 2 below: Figure 2. Conceptual framework. Conceptually, the relationship between these three concepts can be explained as follows: AR plays a role in presenting local history in a more interesting way, making it easier for students to understand and internalize the values of struggle. Understanding local history then contributes to the formation of nationalism. In addition, AR also has a direct influence on nationalism through increasing student motivation and engagement in learning. Methods Research design 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. • Design: Based on the findings, we created a detailed plan for the AR media, including storyboards, visual flow, interface design, and historical content elements related to Rawa Gede. • Development: The AR prototype was built using Unity 3D software and Vuforia SDK. We then conducted expert validation involving both media and content specialists to ensure accuracy, usability, and educational value. • Implementation: The validated media was used in real classroom settings across five public elementary schools located in four subdistricts in Karawang Regency. The implementation involved four learning sessions per school, engaging a total of 129 fifth-grade students . • Evaluation: Finally, both formative and summative evaluations were conducted to review the effectiveness of the AR media in improving students’ nationalism. Feedback from teachers and students was also collected to guide further refinement of the media. Figure 3 below shows the ADDIE model was chosen because it provides a systematic yet flexible framework that supports continuous improvement throughout the research process. Figure 3. ADDIE learning media development model design. 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. Population and sample 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, children tend to learn best through concrete and visual experiences. Therefore, the use of Augmented Reality (AR) media was considered suitable to help them understand abstract historical concepts through interactive visualization. The distribution of participants across the schools (See Table 1 for details). The nationalism tests, classroom observations, and interviews were conducted according to this distribution during the data collection process Table 1. Participant profile. No Subdistrict name School name Gender of students Teacher Male Female 1 Klari Subdistrict SDN Gintungkerta II 12 13 2 2 Lemahabang Subdistrict SDN Lemahmukti II 12 10 2 3 Tegalwaru Subdistrict SDN Cigunungsari I 10 15 2 4 Tirtajaya Subdistrict SDN Tambaksari I 14 14 2 5 Klari Subdistrict SDN Anggadita V 15 11 2 Total 126 10 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. Data collection 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). Table 2. Reliability statistics. Measure Part Description Value Cronbach’s Alpha Part 1 Value 0.932 N of Items 10 a Part 2 Value 0.866 N of Items 10 b Total N of Items 20 Correlation Between Forms 0.847 Spearman–Brown Coefficient Equal Length 0.917 Unequal Length 0.917 Guttman Split-Half Coefficient 0.902 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. Instruments 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). Table 3. Interpretation of student scores. No Score Description 1 86 – 100 Very Good 2 70 – 85 Good 3 56 – 69 Fair 4 40 – 55 Poor 5 0 – 39 Very Poor Data analysis 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 % Table 4. Observation sheet (Student activities). No Student name Indicator Total score Final grade A B C D E 1 2 3 etc 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 Ethical consideration 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. Result and Discussion The research and development conducted by researchers has resulted in a product in the form of augmented reality media based on the history of Rawa Gede and the Rawa Gede Golden Statue, created using the Rawa Gede Golden Statue created using a 2D design application using Photoshop, 3D design using the glb format, Hunyuan Tencent, Backend programming language using React Js, Frontend programming language using React Native. This product can be played on computers, laptops, smartphones, and tablets with Android systems. Preliminary study 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. Figure 4. Average early nationalism of students. 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. Based on the results of observations and initial interviews conducted with fifth-grade elementary school students, it was found that the students’ nationalistic attitudes were beginning to emerge, but had not yet been fully formed. This was evident from their responses in class and in their daily interactions at school. The first indicator observed was acceptance of Indonesia’s diversity. Classroom observations showed that tolerance among friends from different backgrounds was quite good, although there were still instances of teasing related to accents or skin color. The second indicator observed was pride in Indonesian history and culture. Observations showed that students’ awareness of national history was still limited to major events they knew from textbooks, such as the Proclamation of Independence or the struggles of national heroes. When asked about local history, especially the Rawa Gede tragedy, most students were unfamiliar with it. They tended to be more familiar with stories of popular heroes, such as Soekarno, Hatta, or Kartini. As found from the results of interviews with students, “ I am very happy to learn about the heroes of Karawang, but sometimes I forget their names. ” This shows that pride in local history has not emerged strongly due to the lack of interesting and relevant learning media in their lives. The third indicator observed was a sense of love for the country. Based on initial observations of students in their daily lives, their love for the country was reflected in their enthusiasm for participating in flag ceremonies and singing the national anthem. However, the interview results revealed that most students understand love for the country as merely respecting the flag or obeying school rules, as in the interview results that were conducted: “ I know that the flag must be flown every Monday, but sometimes I forget what it means. The important thing is to just participate in the ceremony.” The fourth indicator observed is tolerance. From the observations, tolerance among students is relatively good. They are willing to work together in groups despite their different backgrounds. In interviews, students also stated the importance of mutual respect and not discriminating against friends. However, in practice, there is still a tendency to form friendship groups based on certain similarities, which can lead to small exclusivity among them. The fifth observation indicator is willingness to sacrifice for the nation. This indicator is still difficult for students to understand. In interviews, they interpreted “willingness to sacrifice” as merely sharing snacks with friends or helping teachers at school. They still do not fully understand the broader meaning, such as the sacrifices made by heroes in defending the nation. Students generally need more concrete and contextual media to be able to imagine the sacrifices made by previous generations. Overall, the results of observations and interviews show that nationalism among fifth-grade elementary school students has begun to develop, but their understanding is still limited and tends to be superficial. After examining each of the achievements of nationalism in elementary school students, improvements need to be made through learning strategies that utilize technology-based learning media, particularly Augmented Reality (AR), which is able to bridge the gap between narrative historical knowledge and concrete and meaningful learning experiences so that students’ attitudes towards nationalism can be improved. Furthermore, the researchers conducted a media needs analysis on fifth-grade elementary school students, and the results were as follows ( Figure 5 ): Figure 5. Graph of media needs survey analysis results. 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. Augmented reality media design for the history of Rawa Gede 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. Development of Augmented Reality media for the history of Rawa Gede 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). Table 5. Augmented reality media display history of the Rawa Gede Monument ( https://doi.org/10.6084/m9.figshare.30529037.v2 ). Appearance Design Content Initial Display of the Augmented Reality Media Application 1. Introduction to the Rawa Gede Incident 2. Virtual Tour of the History and Monuments of Rawa Gede Rawa Gede Gold Statue 1. The Rawa Gede Massacre 2. Contents of Rawa Gede (Still Empty) 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). Table 6. Augmented reality application display history of the Rawa Gede monument (Morage) ( https://doi.org/10.6084/m9.figshare.30529037.v2 ). Initial Display of the Augmented Reality Media Application, revised based on input from experts 1. Introduction to the Rawa Gede Event 2. More interactive invitation to explore the history of Rawa Gede virtually 3. There are 2 barcodes (Monument and Golden Statue) Barcode Display 1 Barcode 1, Rawa Gede Monument 3D Monument of Rawa Gede Monument Section: 1) The Rawa Gede Monument was inaugurated on July 17, 1996, by General Hartono Kasad. 2) Philosophy of the “Morage” Monument (Rawa Gede Monument) Symbolizes Indonesia's Independence Day, August 17, 1945, represented by 17 steps leading upward. The building has an octagonal floor plan. The top section is pyramid-shaped, with 4 sides, standing 5 meters tall. 3) The four reliefs on the monument depict: the logistics of Karawang society in ancient times, the inauguration of the first regent of Karawang, and the condition of Karawang society under colonial rule. 4) This monument is located on the north side of the road in Rawagede Hamlet, Balongsari Village, Rawamerta Subdistrict, Karawang, West Java. 5) Behind the monument is a tomb named Makam Sampurna Raga Barcode 2, Rawa Gede Gold Statue Barcode 2, Rawa Gede. Gold Statue 3D of Rawa Gede Gold Statue Sculpture: 1) Depicts a mother holding her husband and child, who were shot dead by the Dutch military. Sukarman said that the Rawa Gede Massacre occurred when Dutch soldiers were searching for Captain Lukas Sutaryo. "Captain Lukas was known at that time for his courage in fighting the Dutch. He seized Dutch weapons and distributed them to the fighters. In addition, the Dutch received information that Rawagede was the headquarters of the independence fighters. The Rawa Gede massacre: PHASE 1. 1945-1946 After the proclamation of the Independence of the Republic of Indonesia on August 17, 1945, in Jakarta, a branch of the Indonesian National Committee (KNI) was formed in Rawamerta Subdistrict, led by Wangsadijaya (Head of Rawamerta Subdistrict). Then, the Rawamerta Subdistrict People's Security Agency (BKR) was formed. Next, under the leadership of M. Suminta (Rawagede Village Chief ), the Rawagede Village People's Security Agency (BKR) was formed in Rawagede Village. PHASE 2. 1946-1947 The young men of Rawagede Village (Balongsari) were tasked with maintaining security and public order in the village. Some of the young men at that time joined the TRI (Indonesian People's Army). PHASE 3. 1947-1948 The Dutch military carried out killings of the residents of Rawa Gede at 4:00 a.m. by combing the Rawa Gede river on Tuesday, December 9, 1947. Wailing and hysterical screams broke the silence of that morning. With whatever equipment and manpower they had, the women, parents, and visually impaired helped to take care of and bury the bodies of the victims. According to estimates, around 431 bodies were buried at that time, including those whose identities were unknown. It is possible that the bodies of fighters from other areas were carried away by the river current. PHASE 4. 1948-1949 The Recomba government, under Dutch military command, carried out another massacre between January 1 and October 1948, killing 35 people and burning down 121 houses. PHASE 5. 1949-1951 Another massacre took place between July 3 and November 1950, resulting in 17 deaths and 12 houses burned down. PHASE 6. 1951-1972 In 1951, the Karawang Regency Government ordered the Head of Rawagede Village to find a location for a Heroes Cemetery. A total of 181 graves were relocated to the Rawagede Heroes Cemetery. On November 10, 1951, the Rawagede Heroes Cemetery was inaugurated with the name “Sampurna Raga Rawagede Heroes Cemetery”. Starting in 1953, the Sampurna Rawa Gede Heroes Cemetery was officially recognized by the Karawang Level II Regional Government. In 1972, the Rawagede Heroes Cemetery building was renovated so that the shape of the graves would comply with the uniform grave shape regulations applicable in West Java. Based on instructions from the Karawang Military District Command 0604, the costs were covered by community contributions. PHASE 7. 1972-1994 In 1980, the Regent of Karawang provided financial assistance for the purchase of land for the expansion of the Sampurna Raga Rawagede Heroes Cemetery . Rawa Gede Augmented Reality Application Display on the App Store 3D was created using a 2D design application called Photoshop, 3D glb format design using 3D Hunyuan Tencent, Backend programming language using React Js, Frontend programming language using React Native. On August 14, 2025, this application was published on the App Store, and on September 2, the intellectual property rights were issued. Implementation of Augmented Reality media on the history of Rawa Gede 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). Table 7. Descriptive statistics of limited tests. N Range Minimum Maximum Mean Std. deviation Pre-Test 26 30,00 60,00 90,00 75,4231 7,2 Post-Test 26 20,00 75,00 95,00 83,5000 6,05 Valid N (listwise) 26 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. Table 8. Paired samples test (t-test). Uraian Nilai Mean Difference (Post-Test – Pre-Test) 8.17692 Standard Deviation 3.86216 Standard Error Mean 0.74782 95% Confidence Interval of the Difference – Lower 6.56735 – Upper 9.69649 t-value 11.947 df (degree of freedom) 25 Sig. (2-tailed) 0.001 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. Figure 6. Comparison of student learning achievement with AR Media (This visualization is based on the dataset available at https://doi.org/10.6084/m9.figshare.30529037.v2 ). 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. Evaluation of Augmented reality media on the history of Rawa Gede 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 % Figure 7. Comparison of average test results (Pre-Post) on Student Nationalism (This visualization is based on the dataset available at https://doi.org/10.6084/m9.figshare.30529037.v2 ). 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. Table 9. Paired samples test (t-test). Description Scores Mean Difference (Pre-Test – Post-Test) 5.33981 Standard Deviation 6.11420 Standard Error Mean 0.60245 95% Confidence Interval of the Difference - Lower -6.53476 - Upper -4.14485 t-value 8.863 df (degree of freedom) 102 Sig. (2-tailed) 0.001 Discussion This study was conducted to increase nationalism among fifth-grade elementary school students at SDN Anggadita V and four schools in the field test, namely SDN Cigunungsari I in Tegalwaru District, SDN Tambaksari I in Tirtajaya District, SDN Gintungkerta II in Klari District, and SDN Lemahmukti II in Lemahabang District. The aim was to develop an Augmented Reality (AR)-based learning medium about the history of the Rawa Gede tragedy, called Morage. This medium was designed to instill and strengthen the values of nationalism in fifth-grade elementary school students through a more contextual, interesting, and interactive history learning experience. The results of the study show that the nationalism of students in the five schools is still developing gradually and needs to be strengthened. On the first point, students already have a basic understanding that Indonesia is a diverse country with a variety of cultures, languages, and customs. Khilmi (2024) emphasizes that this diversity is a characteristic and richness of the nation that must be introduced early on so that students grow up with an attitude of mutual respect. This study also found that students at SDN Cigunungsari I (Tegalwaru) are accustomed to mentioning the characteristics of Sundanese culture around them, while students at SDN Tambaksari I (Tirtajaya) recognize fishing traditions as part of their lives. Riyadi (2024) concluded in his research that students who are accustomed to recognizing and appreciating differences will find it easier to develop tolerance, empathy, and cooperation in their daily lives. This study found that students’ understanding was still limited to superficial recognition without a deep awareness of the importance of unity. These findings are consistent with the findings ( Nugraha, 2025 ). Through AR Morage media, diversity can be strengthened by displaying visual illustrations that show the spirit of unity among the people of Karawang from various backgrounds in facing the colonizers, so that students understand that diversity is the strength of the nation ( Nurfadilah, 2025 ). Preliminary studies show that students’ pride in national history is quite evident, but their knowledge of local history is still limited. This is consistent with research findings ( Chalimi, 2024 ). This study found that students at SDN Gintungkerta II (Klari) only knew about Rawa Gede as a monument, without understanding the details of the tragedy that occurred there ( Subair, 2024 ) reveals a gap between national history, which is explicitly taught in textbooks, and local history, which is rarely discussed. In his research ( Wiratama, 2025 ) states that AR media is here to fill that gap by displaying 3D models, which in this study focus on the Rawa Gede “Morage” Monument, historical narratives, and illustrations of the struggle of the Karawang people. Az-Zahra (2024) supporting an increase in student pride not only in national figures but also in local heroes who contributed to defending independence. Students’ love for their country has been expressed in simple ways, such as participating in flag ceremonies, singing the national anthem, and keeping the school clean, in line with the research ( Nova, 2024 ). This study found that at SDN Lemahmukti II (Lemahabang), students even showed great enthusiasm in participating in competitions with the theme of independence. However, the broader concept of love for the country, such as preserving the environment, preserving culture, or appreciating local historical heritage, has not been fully understood. The Rawa Gede History AR Media serves as an invitation for students to experience what it was like to be at the site of the Rawa Gede tragedy, witness the struggle, and understand the meaning of sacrifice, which is in line with the research ( Oktafiyanto, 2025 ). In this way, love for the homeland is not only manifested in formal symbols, but also in a deeper historical awareness ( Ardiansa, 2023 ). The next point in the survey results shows that students have a relatively good attitude toward tolerance. They are accustomed to working together in groups, respecting each other’s differences, and helping friends who are experiencing difficulties. However, there is still a tendency to form friendship groups based on certain similarities, as confirmed by ( Soemarsono, 2023 ). The interview results showed that students understood sacrifice to be limited to sharing food or lending stationery to friends ( Salsabila, 2023 ). Understanding of the sacrifices made by heroes who risked their lives for independence has not been firmly instilled in students. The results of this study show that teachers also expressed difficulty in explaining the value of sacrifice due to a lack of contextual media. Contextual media is learning media that is close to students’ lives, directly related to their surroundings, and able to connect the material to real experiences. Research ( Muis, 2023 ), states that in a historical context, contextual media should be able to present historical events, figures, or relics that occurred in the students’ surrounding area, so that they can understand that history is not just a story of the past, but part of their identity and environment. The tragedy of Rawa Gede, which has significant meaning for the people of Karawang, is rarely introduced to students due to the limitations of media that can illustrate the event. Overall, this study shows that students’ nationalistic values have begun to develop but have not yet reached an optimal level. The Rawa Gede History AR Media “Morage” provides an innovative alternative that can meet these needs, because it not only enriches local history learning, but also internalizes nationalistic values through a visual, interactive, and contextual approach. Thus, the development of this media is relevant to be applied more widely in elementary schools as an effort to strengthen national identity from an early age. Conclusions This study concludes that the development of augmented reality (AR) media based on the historical event of Rawa Gede is effective in fostering students’ sense of nationalism at the elementary school level. This can be concluded based on: (1) the results of observations and interviews show that nationalism among fifth-grade elementary school students has begun to develop, but their understanding is still limited and tends to be superficial. After examining each of the achievements of nationalism in elementary school students, improvements need to be made through learning strategies that utilize technology-based learning media. (2) The development of the Rawa Gede AR media has been carried out based on reviews provided by experts, and it has been declared that the Morage AR media is suitable for testing. The adjustments suggested by the experts have been made by the researcher, and the AR media has been perfected. (3) The developed Rawa Gede AR media has been proven effective in increasing nationalism among elementary school students, as evidenced by the results of the “t” test, which produced a significance value of 0.001, meaning < 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. Limitations The research was only conducted on fifth-grade elementary school students. This grade level was chosen because students at this level already have concrete-operational thinking skills that are moving towards formal thinking, so they are considered capable of understanding historical material presented through augmented reality media. Future research 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. Data availability All underlying and extended data supporting the findings of this study are available in the Figshare repository: Augmented Reality Media in Social Studies Learning to Increase Nationalism in Elementary School Students [Dataset]. https://doi.org/10.6084/m9.figshare.30529037.v2 ( Dewi, et al., 2025 ). The project contains the following underlying data: • Tabel 9. Paired Sample Test (Final) – raw statistical test results • Tabel 7. Descriptive Statistics of Limited Tests – descriptive statistics • Tabel 8. Paired Sample Test (t-test) – raw t-test results • Tabel 2. Reliability Statistic – reliability output Extended data include: • Table 6. Augmented Reality Application Display History of the Rawa Gede Monument (Morage) • Tabel 5. Augmented Reality Application Display History of the Rawa Gede Data are available under the terms of the Creative Commons Attribution 4.0 International license (CC-BY 4.0) . Acknowledgements This research was supported and funded by the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia through the Regular Fundamental Research Program for Higher Education Institutions (PFR) 2025. References Abadi AS: Augmented Reality Introduction To Animals Of The Archipelago To Grow The Nation’s Love For Children. 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Comments on this article Comments (0) Version 2 VERSION 2 PUBLISHED 13 Jan 2026 ADD YOUR COMMENT Comment Author details Author details 1 Elementary School Teacher Education, Universitas Buana Perjuangan Karawang, Karawang Regency, West Java, Indonesia 2 Civics Education, Universitas Buana Perjuangan Karawang, Karawang Regency, West Java, Indonesia 3 Computer Science, Universitas Singaperbangsa Karawang, Karawang Regency, West Java, Indonesia 4 Elementary School Teacher Education, Universitas Majalengka, Majalengka, West Java, Indonesia Sinta Maria Dewi Roles: Conceptualization, Data Curation, Formal Analysis, Funding Acquisition, Investigation, Methodology, Validation, Visualization, Writing – Original Draft Preparation, Writing – Review & Editing Yulistina Nur DS Roles: Project Administration, Resources, Supervision, Writing – Original Draft Preparation Yudi Firmansyah Roles: Funding Acquisition, Project Administration, Supervision, Writing – Original Draft Preparation Oman Komarudin Roles: Formal Analysis, Funding Acquisition, Project Administration, Resources, Software, Supervision Yuyun Dwi Haryanti Roles: Funding Acquisition, Supervision, Validation, Visualization, Writing – Original Draft Preparation Competing interests No competing interests were disclosed. Grant information Grant information: This research was funded by the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia through the Regular Fundamental Research Program for Higher Education Institutions (PFR) 2025 under the Research Contract No. 8029/LL4/PG/2025 and No. 06/LPPM/PNL-DIKTI/2025, dated June 4–5, 2025. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Article Versions (2) version 2 Revised Published: 16 May 2026, 15:52 https://doi.org/10.12688/f1000research.171467.2 version 1 Published: 13 Jan 2026, 15:52 https://doi.org/10.12688/f1000research.171467.1 Copyright © 2026 Dewi SM et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics Views Downloads F1000Research - - PubMed Central info_outline Data from PMC are received and updated monthly. - - Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article Dewi SM, Nur DS Y, Firmansyah Y et al. Augmented Reality Media in Social Studies Learning to Increase Nationalism in Elementary School Students [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :52 ( https://doi.org/10.12688/f1000research.171467.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS track receive updates on this article Track an article to receive email alerts on any updates to this article. TRACK THIS ARTICLE Share Open Peer Review Current Reviewer Status: ? Key to Reviewer Statuses VIEW HIDE Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Version 1 VERSION 1 PUBLISHED 13 Jan 2026 Views 0 Cite How to cite this report: Sahronih S, Hanim W, Mariam M and Guntur M. Reviewer Report For: Augmented Reality Media in Social Studies Learning to Increase Nationalism in Elementary School Students [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :52 ( https://doi.org/10.5256/f1000research.189077.r456803 ) The direct URL for this report is: https://f1000research.com/articles/15-52/v1#referee-response-456803 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 05 Mar 2026 Siti Sahronih , Institut Prima Bangsa, Cirebon, West Java, Indonesia Wirda Hanim , Guidance and Counseling, State University of Jakarta (Ringgold ID: 95367, East Jakarta, Special Capital Region of Jakarta, Indonesia Metta Mariam , Informatics and Computer Engineering Education, Institut Prima Bangsa, Cirebon, West Java, Indonesia Mochamad Guntur , Primary School Teacher Education, Institut Prima Bangsa, Cirebon, West Java, Indonesia Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.189077.r456803 This manuscript examines the development of Augmented Reality (AR) media based on local history to enhance elementary school students’ nationalism using the ADDIE model and a pretest–posttest design. The topic is timely and relevant, particularly in the context of integrating ... Continue reading READ ALL This manuscript examines the development of Augmented Reality (AR) media based on local history to enhance elementary school students’ nationalism using the ADDIE model and a pretest–posttest design. The topic is timely and relevant, particularly in the context of integrating immersive technology into character education at the primary school level. Nevertheless, several aspects require substantial refinement to meet international publication standards: The introductory section would benefit from stronger conceptual coherence. The linkage between educational technology and the specific focus of the study is not yet sufficiently articulated. For instance, the discussion of “The Rawa Gede Monument” appears rather abruptly, without a clear explanation of its alignment with the Indonesian elementary Social Studies (IPAS) curriculum. A clearer articulation of how the study connects to curriculum standards, rather than positioning this primarily within the literature review, would strengthen the academic grounding. Moreover, the pedagogical and theoretical justification for integrating AR into the learning process requires deeper elaboration. The manuscript would benefit from a more explicit explanation of why AR, as an immersive technology, is particularly suited to fostering civic values and national identity formation. The conceptual framework (Figure 2) does not yet fully represent the complexity of the research design. The theoretical relationships among AR implementation, learning processes, and nationalism outcomes remain insufficiently specified. A more analytically grounded and visually structured framework would enhance clarity and theoretical positioning. Terminological consistency should be improved. After defining the acronym at first mention, the manuscript should consistently use either AR or a clearly standardized term to avoid redundancy and stylistic inconsistency. At times the text uses “ Augmented Reality media ,” and at other times “ AR media .” Terminology should be made consistent. The conceptualization of “nationalism” remains underdeveloped. The manuscript does not clearly distinguish between related constructs such as patriotic attitudes, civic nationalism, and national identity. A more robust theoretical grounding within contemporary civic education literature is necessary to clarify the construct being measured and to situate the study within broader international discourse. The study does not report factor analytic procedures, such as EFA or CFA to establish construct validity. While reliability statistics are reported and appear strong, the absence of psychometric validation limits the robustness of the measurement model. The reliance on self-report instruments raises concerns regarding potential social desirability bias, particularly given the normative nature of nationalism as a socially valued attribute. The short-term pretest–posttest measurement design also limits conclusions regarding sustained value internalization. The research gap requires further strengthening. To achieve a meaningful theoretical contribution at the international level, the gap should be clarified across three dimensions: (1) conceptually, by proposing or testing a more explicit theoretical model linking immersive technology and civic identity formation; (2) methodologically, by adopting a more rigorous experimental or quasi-experimental design; and (3) contextually, by positioning the study not only within the local history of Rawa Gede but also within broader discussions of the IPAS curriculum and global research literature on AR. Such refinement would help address inconsistencies in prior findings and move the contribution beyond a primarily local-contextual claim of novelty. The findings demonstrate statistical significance (p = 0.0001) and strong internal reliability, indicating practical relevance in integrating educational technology and character education at the elementary level. However, key methodological limitations remain, including the absence of a control group and incomplete statistical reporting (lack of effect size and advanced analyses ). Additionally, the theoretical framework would benefit from incorporating more recent international references, within the past five years, particularly given the rapid development of AR research in educational technology. Overall, while the manuscript addresses a relevant and promising topic, substantial revisions are required to strengthen its methodological rigor, theoretical depth, and international positioning before it can meet the standards of a high impact international journal. Please refer to: reference 1 Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Yes References 1. ACM: Proceedings of the 2019 7th International Conference on Information and Education Technology (ICIET 2019). https://www.iciet.org/2019.html . 2019. Competing Interests: No competing interests were disclosed. Reviewer Expertise: Augmented reality, character education, learning media, social science, science learning, technology in education. We confirm that we have read this submission and believe that we have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however we have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Sahronih S, Hanim W, Mariam M and Guntur M. Reviewer Report For: Augmented Reality Media in Social Studies Learning to Increase Nationalism in Elementary School Students [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :52 ( https://doi.org/10.5256/f1000research.189077.r456803 ) The direct URL for this report is: https://f1000research.com/articles/15-52/v1#referee-response-456803 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Wu L. Reviewer Report For: Augmented Reality Media in Social Studies Learning to Increase Nationalism in Elementary School Students [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :52 ( https://doi.org/10.5256/f1000research.189077.r453991 ) The direct URL for this report is: https://f1000research.com/articles/15-52/v1#referee-response-453991 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 16 Feb 2026 Longkai Wu , Central China Normal University, Wuhan, China Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.189077.r453991 This study integrates augmented reality (AR) technology with national spirit education in primary schools. While the research topic holds practical significance and the design is relatively rigorous, several issues warrant further consideration. The paper requires revision and refinement before it ... Continue reading READ ALL This study integrates augmented reality (AR) technology with national spirit education in primary schools. While the research topic holds practical significance and the design is relatively rigorous, several issues warrant further consideration. The paper requires revision and refinement before it can be recommended for indexing. Specific suggestions are as follows: Firstly, the rationale for sample selection requires further elaboration. The original text cites Piaget's cognitive development theory in the "Population and Sample" section, noting that Year 5 pupils (approximately 10–11 years old) are in the concrete operational stage and thus suited to visual learning methods. This argument merely demonstrates the compatibility between AR media and the cognitive characteristics of this age group, without explaining the specific justification for selecting Year 5 pupils to study the theme of "national spirit". It is recommended that this section be supplemented to clarify that upper primary school years represent a critical period for the formation of collective identity, the internalisation of values, and the development of national sentiment. Secondly, certain key arguments within the paper suffer from insufficiently rigorous logical connections, with the inferential relationship between some conclusive statements and preceding analyses remaining unclear. For instance, the causal assertion in the conclusion—"This shows that pride in local history has not emerged strongly due to the lack of interesting and relevant learning media in their lives"—remains overly direct given the existing evidence. We recommend comprehensively reviewing similar statements, appropriately qualifying inferential logic or supplementing theoretical and empirical support to avoid overinterpretation and enhance the rigour of the argumentation. Thirdly, please conduct a thorough proofreading of the manuscript. The current draft contains noticeable spelling or formatting errors, such as the unintended inclusion of the letter "y". Authors are advised to carefully review the entire text prior to submission to ensure accuracy and rigour in language, punctuation, and formatting, thereby preventing such oversights from compromising the paper's academic standards. Fourthly, the discussion section should not merely accumulate conclusions. This section ought to transcend a repetitive presentation of research findings. The current paper predominantly employs a "restatement of conclusions supplemented by literature support" approach in its discussion, which overall leans towards result summarisation rather than advancing to theoretical integration or practical model construction. It is recommended that the authors strengthen the extension analysis of research findings in the discussion section, such as exploring insights into achieving "attitudes and value goals" in social science learning through augmented reality (AR). Fifthly, the limitations analysis is inadequate. Current papers discuss research limitations in a narrow manner, focusing on isolated factors without undertaking a more systematic reflection on potential constraints, such as research design, measurement tools, or contextual settings. Furthermore, the rationale for selecting Year 5 pupils as research subjects is placed within the limitations section, rendering its logical positioning somewhat inappropriate. Overall, the thesis has significant shortcomings. Addressing the above issues could strengthen the rigour, credibility and applicability of the research. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: Artificial Intelligence in Education, Intelligent Educational Assessment, Educational Informatisation, Digitalisation Policy and Practice I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Wu L. Reviewer Report For: Augmented Reality Media in Social Studies Learning to Increase Nationalism in Elementary School Students [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :52 ( https://doi.org/10.5256/f1000research.189077.r453991 ) The direct URL for this report is: https://f1000research.com/articles/15-52/v1#referee-response-453991 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Comments on this article Comments (0) Version 2 VERSION 2 PUBLISHED 13 Jan 2026 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Reviewer Reports Invited Reviewers 1 2 Version 2 (revision) 16 May 26 Version 1 13 Jan 26 read read Longkai Wu , Central China Normal University, Wuhan, China Siti Sahronih , Institut Prima Bangsa, Cirebon, Indonesia Wirda Hanim , State University of Jakarta (Ringgold ID: 95367, East Jakarta, Indonesia Metta Mariam , Institut Prima Bangsa, Cirebon, Indonesia Mochamad Guntur , Institut Prima Bangsa, Cirebon, Indonesia Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert Browse by related subjects keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Sahronih S et al. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 05 Mar 2026 | for Version 1 Siti Sahronih , Institut Prima Bangsa, Cirebon, West Java, Indonesia Wirda Hanim , Guidance and Counseling, State University of Jakarta (Ringgold ID: 95367, East Jakarta, Special Capital Region of Jakarta, Indonesia Metta Mariam , Informatics and Computer Engineering Education, Institut Prima Bangsa, Cirebon, West Java, Indonesia Mochamad Guntur , Primary School Teacher Education, Institut Prima Bangsa, Cirebon, West Java, Indonesia 0 Views copyright © 2026 Sahronih S et al. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions This manuscript examines the development of Augmented Reality (AR) media based on local history to enhance elementary school students’ nationalism using the ADDIE model and a pretest–posttest design. The topic is timely and relevant, particularly in the context of integrating immersive technology into character education at the primary school level. Nevertheless, several aspects require substantial refinement to meet international publication standards: The introductory section would benefit from stronger conceptual coherence. The linkage between educational technology and the specific focus of the study is not yet sufficiently articulated. For instance, the discussion of “The Rawa Gede Monument” appears rather abruptly, without a clear explanation of its alignment with the Indonesian elementary Social Studies (IPAS) curriculum. A clearer articulation of how the study connects to curriculum standards, rather than positioning this primarily within the literature review, would strengthen the academic grounding. Moreover, the pedagogical and theoretical justification for integrating AR into the learning process requires deeper elaboration. The manuscript would benefit from a more explicit explanation of why AR, as an immersive technology, is particularly suited to fostering civic values and national identity formation. The conceptual framework (Figure 2) does not yet fully represent the complexity of the research design. The theoretical relationships among AR implementation, learning processes, and nationalism outcomes remain insufficiently specified. A more analytically grounded and visually structured framework would enhance clarity and theoretical positioning. Terminological consistency should be improved. After defining the acronym at first mention, the manuscript should consistently use either AR or a clearly standardized term to avoid redundancy and stylistic inconsistency. At times the text uses “ Augmented Reality media ,” and at other times “ AR media .” Terminology should be made consistent. The conceptualization of “nationalism” remains underdeveloped. The manuscript does not clearly distinguish between related constructs such as patriotic attitudes, civic nationalism, and national identity. A more robust theoretical grounding within contemporary civic education literature is necessary to clarify the construct being measured and to situate the study within broader international discourse. The study does not report factor analytic procedures, such as EFA or CFA to establish construct validity. While reliability statistics are reported and appear strong, the absence of psychometric validation limits the robustness of the measurement model. The reliance on self-report instruments raises concerns regarding potential social desirability bias, particularly given the normative nature of nationalism as a socially valued attribute. The short-term pretest–posttest measurement design also limits conclusions regarding sustained value internalization. The research gap requires further strengthening. To achieve a meaningful theoretical contribution at the international level, the gap should be clarified across three dimensions: (1) conceptually, by proposing or testing a more explicit theoretical model linking immersive technology and civic identity formation; (2) methodologically, by adopting a more rigorous experimental or quasi-experimental design; and (3) contextually, by positioning the study not only within the local history of Rawa Gede but also within broader discussions of the IPAS curriculum and global research literature on AR. Such refinement would help address inconsistencies in prior findings and move the contribution beyond a primarily local-contextual claim of novelty. The findings demonstrate statistical significance (p = 0.0001) and strong internal reliability, indicating practical relevance in integrating educational technology and character education at the elementary level. However, key methodological limitations remain, including the absence of a control group and incomplete statistical reporting (lack of effect size and advanced analyses ). Additionally, the theoretical framework would benefit from incorporating more recent international references, within the past five years, particularly given the rapid development of AR research in educational technology. Overall, while the manuscript addresses a relevant and promising topic, substantial revisions are required to strengthen its methodological rigor, theoretical depth, and international positioning before it can meet the standards of a high impact international journal. Please refer to: reference 1 Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Yes References 1. ACM: Proceedings of the 2019 7th International Conference on Information and Education Technology (ICIET 2019). https://www.iciet.org/2019.html . 2019. Competing Interests No competing interests were disclosed. Reviewer Expertise Augmented reality, character education, learning media, social science, science learning, technology in education. We confirm that we have read this submission and believe that we have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however we have significant reservations, as outlined above. reply Respond to this report Responses (0) Sahronih S, Hanim W, Mariam M and Guntur M. Peer Review Report For: Augmented Reality Media in Social Studies Learning to Increase Nationalism in Elementary School Students [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :52 ( https://doi.org/10.5256/f1000research.189077.r456803) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/15-52/v1#referee-response-456803 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Wu L. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 16 Feb 2026 | for Version 1 Longkai Wu , Central China Normal University, Wuhan, China 0 Views copyright © 2026 Wu L. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions This study integrates augmented reality (AR) technology with national spirit education in primary schools. While the research topic holds practical significance and the design is relatively rigorous, several issues warrant further consideration. The paper requires revision and refinement before it can be recommended for indexing. Specific suggestions are as follows: Firstly, the rationale for sample selection requires further elaboration. The original text cites Piaget's cognitive development theory in the "Population and Sample" section, noting that Year 5 pupils (approximately 10–11 years old) are in the concrete operational stage and thus suited to visual learning methods. This argument merely demonstrates the compatibility between AR media and the cognitive characteristics of this age group, without explaining the specific justification for selecting Year 5 pupils to study the theme of "national spirit". It is recommended that this section be supplemented to clarify that upper primary school years represent a critical period for the formation of collective identity, the internalisation of values, and the development of national sentiment. Secondly, certain key arguments within the paper suffer from insufficiently rigorous logical connections, with the inferential relationship between some conclusive statements and preceding analyses remaining unclear. For instance, the causal assertion in the conclusion—"This shows that pride in local history has not emerged strongly due to the lack of interesting and relevant learning media in their lives"—remains overly direct given the existing evidence. We recommend comprehensively reviewing similar statements, appropriately qualifying inferential logic or supplementing theoretical and empirical support to avoid overinterpretation and enhance the rigour of the argumentation. Thirdly, please conduct a thorough proofreading of the manuscript. The current draft contains noticeable spelling or formatting errors, such as the unintended inclusion of the letter "y". Authors are advised to carefully review the entire text prior to submission to ensure accuracy and rigour in language, punctuation, and formatting, thereby preventing such oversights from compromising the paper's academic standards. Fourthly, the discussion section should not merely accumulate conclusions. This section ought to transcend a repetitive presentation of research findings. The current paper predominantly employs a "restatement of conclusions supplemented by literature support" approach in its discussion, which overall leans towards result summarisation rather than advancing to theoretical integration or practical model construction. It is recommended that the authors strengthen the extension analysis of research findings in the discussion section, such as exploring insights into achieving "attitudes and value goals" in social science learning through augmented reality (AR). Fifthly, the limitations analysis is inadequate. Current papers discuss research limitations in a narrow manner, focusing on isolated factors without undertaking a more systematic reflection on potential constraints, such as research design, measurement tools, or contextual settings. Furthermore, the rationale for selecting Year 5 pupils as research subjects is placed within the limitations section, rendering its logical positioning somewhat inappropriate. Overall, the thesis has significant shortcomings. Addressing the above issues could strengthen the rigour, credibility and applicability of the research. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise Artificial Intelligence in Education, Intelligent Educational Assessment, Educational Informatisation, Digitalisation Policy and Practice I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (0) Wu L. Peer Review Report For: Augmented Reality Media in Social Studies Learning to Increase Nationalism in Elementary School Students [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :52 ( https://doi.org/10.5256/f1000research.189077.r453991) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/15-52/v1#referee-response-453991 Alongside their report, reviewers assign a status to the article: Approved - the paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations - A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved - fundamental flaws in the paper seriously undermine the findings and conclusions Adjust parameters to alter display View on desktop for interactive features Includes Interactive Elements View on desktop for interactive features Competing Interests Policy Provide sufficient details of any financial or non-financial competing interests to enable users to assess whether your comments might lead a reasonable person to question your impartiality. Consider the following examples, but note that this is not an exhaustive list: Examples of 'Non-Financial Competing Interests' Within the past 4 years, you have held joint grants, published or collaborated with any of the authors of the selected paper. You have a close personal relationship (e.g. parent, spouse, sibling, or domestic partner) with any of the authors. You are a close professional associate of any of the authors (e.g. scientific mentor, recent student). You work at the same institute as any of the authors. 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