Integrating Augmented Reality–Based STEM Comics into Chemical Bonding Instruction to Enhance Students’ Scientific Literacy and Critical Thinking Skills

Abstract

Purpose: This study examined the integration of Augmented Reality (AR)-based STEM comics into Project-Based Learning (PjBL) for chemical bonding instruction and its relationship with Grade XI students’ scientific literacy and critical thinking skills. Methods: A quasi-experimental comparison was conducted at SMA Pergis Maros, Indonesia, involving 40 students: 20 in an experimental group using AR-based STEM comics within PjBL and 20 in a control group using PjBL without AR-based comic media. Essay tests assessed scientific literacy and critical thinking, and data were analyzed descriptively using normalized gain (N-Gain) and inferential statistics. Findings: The experimental group’s critical-thinking posttest mean was 75.75, compared with 65.30 in the control group. Mean N-Gain was 0.49 (moderate) in the experimental group and 0.29 (low) in the control group. The reported between-group test was statistically significant (t = 3.519, df = 40, p = 0.001). For scientific literacy, the supplied N-Gain values favored the experimental group across identifying scientific questions (0.76 vs. 0.67), explaining phenomena scientifically (0.85 vs. 0.79), and using scientific evidence (0.94 vs. 0.83). Implications: The findings suggest that integrating narrative-based comics, AR visualization, and project-based activities may support scientific literacy and critical thinking in chemistry learning. Originality: The study examines the combined use of AR-based STEM comics and PjBL in chemical bonding instruction while considering scientific literacy and critical thinking as distinct outcomes.