In the digital transformation era, the integration of Information Technology ineducation is pivotal. Augmented Reality (AR), with its capacity to visualize abstractconcepts, is increasingly recognized as a valuable tool in Chemistry education. The abstractnature of general Chemistry content, like the visualization of atoms and molecules, posessignificant comprehension challenges for high school students. This study aims to investigatethe effectiveness of AR in enhancing the understanding of general Chemistry among highschool students using the Technological Pedagogical Content Knowledge (TPACK) model.The research data included 90 high school chemistry teachers from high schools in fournorthern provinces, collected through classroom observations and surveys using a 5-pointLikert scale
the data were analyzed using both descriptive and inferential statistics. Thefindings indicate significant improvements in students' understanding of Chemistry whentaught using AR-integrated lessons designed with the TPACK model. Students demonstratedenhanced engagement, better conceptual grasp, and increased satisfaction with the learningprocess. AR technology, when integrated with the TPACK framework, substantiallyenhances the learning of general Chemistry in high schools. This study supports the broaderapplication of AR in educational settings to improve the effectiveness of teaching andlearning processes.In the digital transformation era, the integration of Information Technology ineducation is pivotal. Augmented Reality (AR), with its capacity to visualize abstractconcepts, is increasingly recognized as a valuable tool in Chemistry education. The abstractnature of general Chemistry content, like the visualization of atoms and molecules, posessignificant comprehension challenges for high school students. This study aims to investigatethe effectiveness of AR in enhancing the understanding of general Chemistry among highschool students using the Technological Pedagogical Content Knowledge (TPACK) model.The research data included 90 high school chemistry teachers from high schools in fournorthern provinces, collected through classroom observations and surveys using a 5-pointLikert scale
the data were analyzed using both descriptive and inferential statistics. Thefindings indicate significant improvements in students' understanding of Chemistry whentaught using AR-integrated lessons designed with the TPACK model. Students demonstratedenhanced engagement, better conceptual grasp, and increased satisfaction with the learningprocess. AR technology, when integrated with the TPACK framework, substantiallyenhances the learning of general Chemistry in high schools. This study supports the broaderapplication of AR in educational settings to improve the effectiveness of teaching andlearning processes.