<![CDATA[Misconceptions remain a major challenge in science education because inaccurate prior conceptions can hinder students’ understanding of complex scientific phenomena, particularly abstract topics such as Earth's structure and development. This study aimed to investigate the effect of an Augmented Reality-assisted Guided Inquiry model on reducing students’ misconceptions and improving conceptual understanding of Earth science concepts. The study used a quantitative, quasi-experimental non-equivalent control group design and involved eighth-grade students at SMPN 4 Karanganyar during the 2025/2026 academic year. The sample consisted of 24 students in the experimental group who received Guided Inquiry instruction supported by Augmented Reality and 25 students in the control group who received Direct Instruction. Students’ conceptual understanding and misconceptions were measured using a three-tier essay diagnostic test, and the data were analyzed using misconception category analysis, the Decreasing Quantity of Misconception (DQM), independent-samples t-test, and Cohen’s effect size analysis. The results showed that the experimental group reduced misconceptions from 49% on the pretest to 30% on the posttest, with a DQM of 5.34%, while the control group showed no reduction, with misconceptions remaining at 48% and a DQM of -44.13%. Statistical analysis revealed a significant difference between the two groups after instruction (Sig. = 0.022), with a moderate effect size (Cohen’s d = 0.678). The greatest reduction in misconceptions occurred in the tectonic plate subtopic, indicating that Augmented Reality was particularly beneficial for visualizing complex geological processes. The novelty of the study lies in integrating Guided Inquiry and Augmented Reality as a combined instructional strategy to address misconceptions in Earth science learning. These findings contribute to physics and science education by providing empirical evidence that inquiry-based learning supported by interactive visualization can facilitate conceptual change and improve students’ understanding of abstract scientific concepts.]]>
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