<![CDATA[Misconceptions regarding electricity and magnetism persist among fifth-grade students because concepts such as magnetic fields, electrical circuits, and electromagnets are abstract. This study aimed to develop Augmented Reality media based on Assemblr Edu, assess its feasibility, and obtain preliminary indications of its potential to reduce student misconceptions. The study employed a research and development method using the ADDIE model (analysis, design, development, implementation, and evaluation). A pre-experimental one-group pretest-posttest design was used, without a control group. The subjects consisted of 10 students for the limited trial and 24 students for the extensive trial. Data were collected through observation, expert validation questionnaires, and a three-tier test, then analysed using descriptive statistics, the Shapiro-Wilk normality test, and N-Gain analysis. Expert validation scores reached 83.3% for subject matter, 81.25% for language, and 91.25% for media, resulting in an average of 85.27%, which falls into the "highly feasible" category. In the extensive trial, the average score increased from 9.29 on the pretest to 13.38 on the posttest. The average individual N-Gain was 0.76, falling into the high category. This improvement indicates a trend toward better understanding within the group; however, a causal relationship cannot yet be confirmed due to the absence of a control group and the limited sample size. The Assemblr Edu-based Augmented Reality media is highly feasible and has the potential to help students understand electricity and magnetism concepts more concretely and interactively. The media's effectiveness requires further confirmation through research involving a control group, a larger sample size, reporting on shifts in misconception categories, and inferential analysis of paired data.]]>
