The influence of augmented reality-based digital picture books in science and social learning on environmental care attitudes, environmental care behaviors, and science learning self-efficacy of elementary school students

The purpose of this study is to analyze the influence of using Augmented Reality (AR) based digital picture books in Science Learning Self-Efficacy (SSLSE), Environmental Attitude (EA) and Environmental Behavior (EB) of elementary school students on learning Science and Social Sciences (IPAS). The research used quantitative approach with explanatory survey design. The research was carried out on 240 students of grade IV and V selected by the technique of purposive sampling. Data were collected through a four-point Likert scale questionnaire and analyzed using Partial Least Square-Structural Equation Modeling (PLS-SEM). The results of research indicate that all constructs satisfy the criteria of reliability and validity. The hypothesis is tested and the results indicate that SSLSE has a positive and significant effect on EA (β = 0.764; T = 22.643; p < 0.001) and EB (β = 0.485; T = 5.843; p < 0.001). Moreover, EA had a positive and significant effect on EB (β = 0,395; T = 4,664; p < 0,001) and played a partial mediated role on the relationship between SSLSE and EB. The results show that AR-based digital picture books can significantly improve students' self-efficacy in science learning, environmental concern attitudes and environmental concern behaviors. So that the media based on AR is worth recommending as an innovation of the learning of IPAS in elementary schools.