<![CDATA[Physics instruction at the secondary school level continues to face significant challenges in facilitating student comprehension of abstract electromagnetic concepts. Magnetic induction, in particular, demands high spatial visualization capacity, which most conventional learning media fail to support adequately. This study aimed to develop and evaluate the validity and practicality of an Augmented Reality (AR)-integrated e-module application designed for magnetic induction instruction at the senior high school level. A Research and Development (R&D) approach employing the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was adopted. The product was validated by five subject-matter and media experts using Likert-scale questionnaires, and its practicality was assessed through response questionnaires completed by 35 Grade XII students and one physics teacher. Descriptive quantitative analysis was applied to compute validation and practicality percentages, while the Normalized Gain (N-Gain) index was used to assess preliminary learning effectiveness. Results: Media expert validation yielded an overall average score of 89.16% (Good category), and material expert validation reached 88.00% (Good category). Practicality assessment from student responses produced an average of 80.12% (Practical category), with the learning aspect scoring highest (82.6%), while teacher responses achieved 97.9% (Very Practical). An initial effectiveness trial produced a mean N-Gain of 0.69 (Medium category, 0.40 ≤ g ≤ 0.80), with 31.4% of students in the high-gain category. The AR-integrated e-module demonstrates strong validity and practicality, confirming its suitability as an interactive, structured learning resource for abstract physics concepts. These findings contribute to the growing body of evidence supporting technology-enhanced media in secondary science education.]]>
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