<![CDATA[The transformation of learning in the digital age requires vocational high school (SMK) teachers to possess the competence to integrate Augmented Reality (AR) technology into their teaching. However, most teachers still face challenges in developing and implementing AR technology. This study aims to determine teachers’ initial competence level, assess improvements in SMK teachers’ competence following the intervention, and identify the constraints and supporting factors involved. This school-based action research, modeled after Ernest T. Stringer’s “look, think, act” framework, uses a mixed-methods approach. The study collected data from 15 SMK teachers through interviews, tests, product assessments, observations, and questionnaires. Data analysis utilized data triangulation, descriptive statistics, t-tests, and NGain Scores. The results showed that most respondents were unfamiliar with AR-based learning media and could not create it. Participatory training improved the cognitive domain, raising the average score from 38.13 to 89.73; increased the affective domain by 100%; and improved the psychomotor domain, with the percentage of participants able to create AR-based learning media rising from 27% to 100%. Challenges included varying levels of teachers’ initial abilities, self-confidence issues, and the perceived lack of time for photogrammetry practice and 3D model editing. Facilitator support, project-based learning, discussions, collaboration, and a guidebook helped address these challenges and improved teachers’ ability to integrate AR into instruction.]]>
