<![CDATA[Increasingly complex environmental degradation in Indonesia demands a shift in ecological awareness from an early age, yet environmental education at the elementary school level remains dominated by conventional, decontextualized instruction, while the use of augmented reality (AR) in Indonesian environmental education remains very limited. This study aims to describe the implementation process of a hybrid AR-based learning module integrating Experiential Learning Theory and Place-Based Education, while also examining its effectiveness on elementary students' ecological awareness. This study employed a Quasi-Experimental Design using a Nonequivalent Pretest-Posttest Control Group Design, involving 67 fourth-grade students (34 experimental, 33 control) in Sukabumi Regency. The experimental group followed the hybrid AR module for eight weeks (16 sessions), while the control group received conventional instruction. Results showed excellent implementation fidelity (90.3%). The experimental group achieved moderate-category improvement in environmental knowledge (N-Gain 0.50; large effect size 1.87), pro-environmental attitude (N-Gain 0.53), and environmental concern/intention (N-Gain 0.49), substantially higher than the control group, which only reached the low category across all three dimensions (N-Gain 0.17–0.18). It is concluded that the hybrid AR module was well implemented and effectively enhances elementary students' ecological awareness holistically across the cognitive, affective, and conative dimensions, with potential for broader adaptation in environmental education in Indonesia.]]>
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