<![CDATA[Biology learning in senior high schools is often limited to theoretical and text-based approaches, making it difficult for students to connect scientific concepts with real-life issues. This study aimed to analyze the implementation of the Augmented Reality (AR)-based Socio-scientific Issues (SSI) approach in biology learning in Class X-2 of SMA Negeri 1 Angkola Timur, examine the use of AR as a supporting medium for SSI, and identify its impact on students' engagement and critical thinking skills. This research employed a qualitative approach with a case study design. Data were collected through semi-structured interviews with a biology teacher as the primary informant and questionnaires administered to five students as key informants. The data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation and researcher triangulation. The findings revealed that the SSI approach was implemented through five stages: introducing the topic, eliciting students’ initial opinions, conducting in-depth exploration of the material, evaluation, and collaborative decision-making. The integration of AR enabled the visualization of biological objects in three-dimensional forms, which increased students’ enthusiasm, participation, and understanding of abstract concepts. Overall, the AR-based SSI approach created a more contextual, interactive, and meaningful learning environment. The study implies the importance of enhancing teachers’ competencies in utilizing AR technology and providing adequate digital infrastructure in schools.]]>
