<![CDATA[The advancement of educational technology has created opportunities to develop innovative learning media that can enhance students’ understanding of complex and abstract concepts. In the Discrete Mathematics course, graph theory is considered one of the most challenging topics because it involves abstract relationships among vertices and edges, making concepts such as paths, cycles, trees, and spanning trees difficult for students to comprehend through conventional two-dimensional learning media. Therefore, this study aims to design an Augmented Reality (AR)-based learning media using the Technological Pedagogical Content Knowledge (TPACK) framework to support graph concept visualization in higher education. This study employed the Design and Development Research (DDR) method, consisting of problem identification, literature review, needs analysis, TPACK analysis, learning media design, system architecture design, user interface design, prototype development, and expert validation. The results produced a conceptual model of AR-based learning media that integrates technological, pedagogical, and content knowledge within a unified framework. The proposed design includes learning materials, AR-based three-dimensional graph visualization, practice exercises, evaluations, and user guidance features. The practical implication of this study is the provision of a systematic design framework that can serve as a reference for the development of AR-based educational applications in mathematics and computer science education. 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