<![CDATA[Students’ low conceptual understanding in social studies learning is often associated with conventional instructional practices that rely heavily on verbal explanations and limited interactive media. This condition reduces students’ engagement, limits meaningful learning experiences, and hinders their ability to visualize abstract historical concepts. This study aims to analyze, develop, and evaluate the feasibility and effectiveness of Augmented Reality (AR)-based learning media on historical life materials of Hindu, Buddhist, and Islamic periods for fourth-grade elementary students. The study employed a research and development design using the ADDIE model involving 33 students as research subjects. Data were collected through questionnaires, interviews, and learning outcome tests, while the instruments included expert validation sheets, practicality questionnaires, and achievement tests. Data were analyzed using descriptive statistics and inferential analysis through a paired sample t-test. The findings indicate that the developed AR-based media is conceptually valid, practical, and effective in facilitating interactive learning experiences and enhancing students’ conceptual understanding. The integration of AR technology enables students to explore historical content visually, promotes active engagement, and supports meaningful knowledge construction. The study implies that AR-based learning media can serve as an innovative pedagogical alternative to strengthen technology-integrated learning practices in elementary social studies education.]]>
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