<![CDATA[This study was motivated by a flash flood that affected Delima Bandara Kindergarten and the residential environment of children in Batang Anai District, West Sumatra Province. The study aimed to examine the effect of augmented reality (AR) media in learning the concept of flash floods on the science process skills of children aged 5–6 years. A quantitative approach with a quasi-experimental design was employed, involving 30 children selected through purposive sampling and assigned to an experimental group (B2) and a control group (B1), with 15 children in each group. The experimental group received learning activities using AR media, while the control group used conventional picture-based media for three treatment sessions. Data were collected through tests and observations based on six indicators of science process skills: explaining causes, comparing conditions, sequencing processes, communicating observations, identifying causal behaviors, and explaining mitigation measures related to flash floods. The baseline equivalence test showed a Sig. (2-tailed) value of 0.784 > 0.05, indicating no significant difference between the groups before treatment. Following the intervention, the mean score of the experimental group increased from 15.60 to 21.87, whereas the control group increased from 15.80 to 19.13. An independent-samples t-test indicated a significant difference in post-test performance (p < 0.001), with a Cohen’s d effect size of approximately 1.20, representing a large effect. These findings indicate that AR media can effectively enhance children's science process skills. Practically, AR provides an interactive medium for visualizing science phenomena relevant to children's everyday lives and supports concrete, exploratory, and contextualized learning experiences]]>
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