<![CDATA[Background: Early childhood science education faces challenges in making abstract concepts concrete and engaging for young learners. Augmented Reality (AR) technology offers promising potential to bridge this gap through interactive and immersive learning experiences. Objective: This study investigates the effectiveness of AR-based learning media in enhancing early childhood students' understanding of basic science concepts, examining its impact on cognitive comprehension, engagement levels, and knowledge retention. Methods: A quasi-experimental pretest-posttest control group design was employed with 120 kindergarten students (aged 5-6 years) from three schools in urban Indonesia. Participants were randomly assigned to experimental (AR-based learning) and control (conventional learning) groups. Data were collected through observation checklists, cognitive comprehension tests, and engagement measurement instruments over eight weeks. Statistical analyses included independent t-tests, ANCOVA, and effect size calculations. Results: The AR group demonstrated significantly higher comprehension scores (M = 82.45, SD = 6.73) compared to the control group (M = 71.23, SD = 8.92), t (118) = 7.84, p < 0.001, Cohen's d = 1.43. Engagement levels increased by 67% in the AR group, and retention rates after four weeks remained 34% higher than conventional methods. Conclusion: AR technology significantly enhances early childhood understanding of basic science concepts through improved visualization, interactivity, and sustained engagement. This study contributes empirical evidence supporting AR integration in early science education and provides practical implementation guidelines for educators. ]]>
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