أثر وسيلة الواقع المعزز القائمة على أسمبلر إيدو في الاحتفاظ بمفردات اللغة العربية: دراسة شبه تجريبية على طلاب المرحلة المتوسطة

Abstract

This study examines the effect of Augmented Reality (AR) media using the Assemblr Edu application on Arabic vocabulary retention among Grade 8 students at State Islamic Junior High School 24, East Jakarta. A quasi-experimental method with Non-Equivalent Control Group Design was employed, involving 64 students divided into two classes: an experimental group (32 students) using AR-based Assemblr Edu media, and a control group (32 students) using traditional instruction. Data were gathered through pre-tests, post-tests, and semi-structured interviews conducted two weeks after the post-test to assess long-term retention. Statistical analysis using the Wilcoxon Signed-Rank Test and Mann-Whitney U Test revealed a statistically significant difference between the two groups (Sig. = 0.009 < 0.05). The experimental group attained a mean N-Gain score of 91.81% (effective category), compared to 82.21% in the control group, with an effect size of r = 0.618, indicating a large effect. Interview findings confirmed that 3D AR models supported stronger memory encoding, enabling students including low-achieving ones to recall vocabulary two weeks after instruction. These results demonstrate that Assemblr Edu-based AR significantly enhances Arabic vocabulary retention, providing an empirical basis for integrating interactive digital media in Arabic language classrooms.