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Understanding thermodynamics concepts remains a major challenge in physics education due to their high level of abstraction and dependence on symbolic representation. Traditional instruction often fails to provide students with perceptual experiences that link theory to phenomena, thereby limiting the development of critical thinking skills. To address this issue, this study integrates Augmented Reality (AR) into thermodynamics instruction to explore its potential in enhancing students' critical thinking abilities. The research focuses on five key indicators—interpretation, analysis, evaluation, inference, and reflection—to examine how immersive visualization can transform students' conceptual understanding and reasoning processes. A mixed-method quasi-experimental design was employed, involving two matched groups: an experimental group learning through AR-based interactive simulations and a control group receiving conventional instruction. Quantitative data from pretest–posttest measures were analyzed using N-Gain, t-tests, and ANCOVA, while qualitative data were obtained through interviews, classroom observations, and document analysis. The findings reveal that AR significantly improved students’ critical thinking performance and fostered deeper conceptual engagement through visualization, experimentation, and reflective inquiry. The integration of AR functioned as a cognitive and epistemic mediator, bridging perception with reasoning and enabling students to construct scientific understanding through evidence-based reflection. These results affirm the potential of AR to transform science education into a more inquiry-driven and cognitively rich learning environment.
Haryadi et al. (2026) studied this question.