<![CDATA[Science process skills and self-confidence are important abilities that need to be developed in students with disabilities to support their active involvement in science learning. This study aims to determine the effect of implementing the AR-assisted Discovery-Based Unity of Science learning model on the science process skills and self-confidence of students with physical disabilities. This study employs a pre-experimental design with a one-shot case study design. The study was conducted at SLBN 1 Bantul and SLB Bina Siwi during the 2025/2026 academic year. The research sample was determined using purposive sampling, with the research subjects being students with physical disabilities in Years 7, 8 and 9 as the experimental group. The research instruments used were an observation sheet for the implementation of learning, an observation sheet for science process skills, and a self-confidence questionnaire. The data analysis techniques used were analysis of the implementation of learning and descriptive analysis. The results indicate that the use of the DBUS model integrated with Augmented Reality media successfully improved students’ science process skills and self-confidence, but has not yet been widely applied to students with special educational needs. This study concludes that the DBUS model integrated with Augmented Reality serves as an effort to bridge educational gaps whilst contributing to the development of more effective and meaningful inclusive learning.]]>
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