Implementation of Augmented Reality Learning Media for Developing Critical Thinking and Writing Skills

Abstract

Writing is often understood as merely an activity of putting words together. In reality, developing writing skills involves processes of understanding situations, considering meaning, and arranging experiences into ideas. This condition causes the writing process to become disconnected from students’ thinking experiences. This study addresses this gap by utilizing augmented reality–based learning media as a visual experience trigger prior to writing activities. The purpose of this study is to examine how three-dimensional visual stimuli influence students’ critical thinking processes and writing skills across educational levels. This study employs a descriptive qualitative approach with subjects consisting of elementary, junior high, and senior high school students who learned using the NegoCard AR Learning media. Data were obtained through classroom observation and analysis of students’ written work. The findings indicate that augmented reality visuals help students build situational understanding, connect everyday experiences, and develop ideas before translating them into writing. Differences in educational levels affect the depth of ideas, text structure, and the way students interpret visual contexts. This study confirms that writing instruction initiated through visual experiences encourages students’ cognitive engagement and naturally opens space for critical thinking. Augmented reality is viewed as a medium capable of bridging experience, thinking processes, and writing skills in Indonesian language learning.