International Journal of
Information and Education Technology

Abstract—This study evaluates the effect of Augmented Reality (AR) on enhancing students’ Higher-Order Thinking Skills (HOTS) in education. The research aims to tackle the decline in students’ HOTS using the Design-Based Research (DBR) method. The methodology involved problem identification, solution design, iterative testing, and reflection to develop and refine AR learning materials. The study involved 96 students. It demonstrated significant improvements in higherorder thinking skills, with a 56.82% enhancement in the analysis aspect and a substantial 52.77% improvement in the inference aspect. These findings emphasized AR’s effectiveness in enhancing students’ HOTS and offered insights for addressing this decline through AR learning materials.

Keywords—Augmented Reality (AR), Higher-Order Thinking Skills (HOTS), learning

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Cite: Hernawan Sulistyanto, Sabar Narimo, Harun J. Prayitno, Devary P. Setyabudi, Bambang Sumardjoko, and Novia W. Wardhani, "Evaluation of Augmented Reality in Developing Students’ Higher Order Thinking Skills," International Journal of Information and Education Technology, vol. 15, no. 9, pp. 2031-2038, 2025.

Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).