<![CDATA[The low conceptual understanding of students on the human digestive system material is a problem in science learning in elementary schools. Observation results show that 23 out of 30 students () have not reached the Minimum Completion Criteria (KKM). Conventional learning is considered less able to increase student engagement and conceptual understanding. This study aims to analyze RADEC (Read, Answer, Discuss, Explain, and Create) learning model effectiveness assisted by Augmented Reality to improve fifth grade students' conceptual understanding on the human digestive system material. The quantitative approach with a quasi-experimental method and a nonequivalent control group design implemented. The sample consisted of 30 students in the experimental class and 32 students in the control class in elementary schools in North Sumedang. The research instruments were pretest-posttest essay tests and observation sheets for learning implementation. Data analyzed through Shapiro–Wilk, Levene, Mann–Whitney, Welch’st, N-Gain, and effect size tests. The results showed that learning implementation reached (very good). The average experimental class () posttest higher than control class () with a significant difference (). The N-Gain value of the experimental class (high) and the control class was (moderate), and the effect size was (very large). These findings indicate RADEC model through Augmented Reality is effective to improve students' conceptual understanding. Keywords: RADEC, Augmented Reality, Concept Understanding, Human Digestive System, Elementary School]]>
