<![CDATA[This study compares the effects of Augmented Reality (AR) and animated video on high school students’ critical thinking regarding global climate change. Both media address a core representational challenge in geography education: visualizing processes across unobservable spatial and temporal scales. A quasi-experimental posttest-only design was employed with two purposively selected, initially equivalent tenth-grade classes (n=32 each) at a public high school in Jombang, Indonesia. Critical thinking was measured using a five-item essay test based on Ennis’s indicators (basic explanations, decision-making, drawing conclusions, further explanation, and estimating/combining). An independent-samples t-test revealed no significant difference in overall critical thinking between the AR and video groups (p=0.404). The largest, albeit non-significant, gap emerged in the “estimating and combining” indicator, where the video group scored higher (78.75 vs. 62.50, p=0.071). Mean scores for both groups fell into the “Fair” category. The findings suggest that the instructional model and the alignment between a medium’s affordances and the geographic phenomenon are more critical than the technology itself. Consequently, these results demonstrate comparability between AR and animated video rather than absolute learning gains.]]>
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