<![CDATA[The integration of digital technology into science education has become an important strategy for creating more interactive and student-centered learning experiences. One promising innovation is Augmented Reality (AR), which enables students to visualize abstract science concepts through interactive three-dimensional objects. This study aims to analyze the implementation of Augmented Reality-based learning technology in junior high school science learning, focusing on its planning, implementation, benefits, and challenges. A qualitative case study design was employed involving two science teachers and 32 seventh-grade students. Data were collected through classroom observations, semi-structured interviews, and documentation. Data analysis followed the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. Data trustworthiness was ensured through source and method triangulation. The findings revealed that the implementation of Augmented Reality enhanced students' engagement, learning motivation, and conceptual understanding by providing interactive visualizations of abstract science concepts. Moreover, AR promoted student-centered learning and encouraged active classroom participation. However, its implementation was constrained by limited technological infrastructure, insufficient teacher competence in integrating AR into instruction, and inadequate internet access. Therefore, improving technological facilities, providing continuous professional development for teachers, and developing accessible AR-based learning media are essential to optimize the implementation of Augmented Reality in junior high school science education.]]>
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