<![CDATA[Solid geometry remains challenging for elementary students because three-dimensional concepts require spatial visualization that static two-dimensional media do not fully support. Although augmented reality (AR) can provide interactive three-dimensional representations, many educational applications assume reliable connectivity and individual device access, conditions that are not always available in resource-constrained primary schools. This study developed SIAR (Sistem Interaktif Augmented Reality), an offline, marker-based Android application, using the ADDIE model, and examined its expert-assessed validity, practicality, and impact on learning outcomes in fifth-grade solid geometry. Three experts appraised content, media, and language quality. A limited practicality trial involved 10 students and one teacher, followed by a main implementation with 27 students and the same teacher. Data were collected through validation sheets, user-response questionnaires, and pretest-posttest achievement scores and analyzed descriptively, including normalized gain. Content, media, and language appraisal reached 85.45%, 88.33%, and 92.50%, respectively. Student and teacher practicality responses were 88.80% and 82.00% in the limited trial and 87.60% and 84.00% in the main implementation. Mean achievement increased from 48.56 to 69.33, with a normalized gain of 0.4111, indicating moderate improvement during the instructional sequence. SIAR combines offline operation, marker-based three-dimensional visualization, and teacher-mediated shared-device projection, making it context-responsive to classrooms with limited connectivity and student-device access. Because the study used a one-group pretest-posttest design without a control group, the score increase should not be interpreted as a causal effect of SIAR. The findings support SIAR as a valid and practical visual learning support and justify further controlled, multi-school evaluation.]]>
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