Articles
DOI DOI: 10.62441/actainnovations.v63i.1078

ENHANCING CRITICAL THINKING IN SOCIAL SCIENCE EDUCATION THROUGH AUGMENTED REALITY LEARNING

Ni Putu Yuniarika Parwati 1, I Wayan Lasmawan2, I Made Pageh 1, I Wayan Kertih 2
  1. 1 Universitas Pendidikan Ganesha, Indonesia.
  2. 2 Universitas Pendidikan Ganesha, Indonesia.

Abstract

This study addresses the need to enhance critical thinking in Social Science Education by developing Augmented Reality (AR) learning media through the ADDIE design model. A total of 37 junior high school students participated in the implementation phase, supported by expert validation involving media and subject-matter specialists. Data were collected using LORI for validity, the User Experience Questionnaire for practicality, and essay-based tests to measure critical thinking performance. Quantitative analysis was conducted using descriptive statistics and a paired t-test to compare pre-test and post-test scores. The findings indicate that the AR media is valid, practical, and effective, with students showing significant improvement in critical thinking after its use. The study demonstrates that AR can create interactive and context-rich learning experiences that support deeper cognitive processing. These results highlight the pedagogical potential of AR as a transformative tool for strengthening analytical skills in Social Science Education

How to Cite

Parwati , N. P. Y., Lasmawan, I. W., Pageh , I. M., & Kertih , I. W. (2026). ENHANCING CRITICAL THINKING IN SOCIAL SCIENCE EDUCATION THROUGH AUGMENTED REALITY LEARNING . ACTA INNOVATIONS, 63, 11–22. https://doi.org/10.62441/actainnovations.v63i.1078
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