Abstract

The 2019 National Physics Examination study by the Indonesian Center for Assessment and Learning revealed that high school students still struggle with solving problems presented in visual representations. The current reliance on 2D media for learning support has not fully met students' visualization needs. With the integration of technology in education, there is a significant opportunity to innovate through the development of Augmented Reality (AR) integrated teaching modules. This technology provides a new method for visualizing abstract physics concepts, enhancing deeper understanding. This research focuses on developing a Marker-Based Augmented Reality teaching module, with the PyLo-AR application as the final product. The aim is to assess the validity of the teaching module and evaluate the quality of the PyLo-AR module according to ISO 9241-11 standards. The development process followed the design thinking model. Data were gathered through content and system validation by experts, surveys, and user feedback. Analysis results showed a Gregory internal coefficient of 1.00 for content and 0.76 for the system. The quality of PyLo-AR, based on effectiveness and efficiency measures using completion rate and overall relative efficiency, yielded scores of 95.10% and 95.17% respectively, with user satisfaction falling into categories D (marginal low) and C (marginal high). These results suggest that the marker-based Augmented Reality teaching module is effective, efficient, and suitable for use in the learning physics.