<![CDATA[This study aimed to develop and evaluate contextually integrated Augmented Reality (AR) flashcards about mangrove ecosystems to enhance scientific literacy in biology education, addressing the critical gap between abstract classroom instruction and complex field ecology. Using a Research and Development design with the ADDIE framework and a quasi-experimental study with a control group (94 experimental students, 100 control students) in five coastal high schools. Expert validation resulted in a rating of “Very Feasible” (overall 90.00%), and user feedback was “Very Good” (overall 4.55). The quasi-experimental results showed that AR flashcards produced significantly higher learning gains than conventional instruction, with a very large between-group effect size (Cohen's *d* = 1.85) and 43% of post-test variance explained by treatment after controlling for pre-test scores (partial η² = 0.43, p < 0.001). The very large within-group effect size for the experimental group (Cohen's d = 3.98) was attributed to low baseline knowledge, AR novelty effects, high contextual relevance, and the systematic application of cognitive load and multimedia learning theory. Qualitative findings revealed increased engagement, conceptual understanding, and intrinsic motivation for environmental exploration.]]>
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