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Physics specifically studies natural phenomena or matter in the scope of space and time. Natural phenomena are formed when there is an interaction between matter and energy. These interactions are mostly physical principles based on Mechanics, Electricity, Magnetism, Thermodynamics and Optics. It is often difficult for students to understand concepts because they cannot visualize these phenomena, thus exacerbating the students' lack of interest in learning STEM. Augmented reality (AR) is effective in showing the visualization and interaction of three-dimensional virtual objects like real so that it can facilitate the learning experience. This study aims to optimize the Interactive Book Augmented Reality (IBAR) for Lesson on Student STEM to improve 21st-Century Skills (21-CS) on the concept of optical geometry. Experimental research was conducted to determine the impact of the IBAR intervention on 21-CS consisting of Critical Thinking, Collaboration, Communication, and Creativity. The study was conducted on 90 physics education students, who were divided into two groups, the IBAR teaching group (N=45) and the conventional teaching group (N=45). The IBAR teaching group uses STEM-based learning with the help of IBAR while the conventional teaching group uses STEM-based learning without using IBAR. The results showed that the STEM-based learning environment assisted by IBAR had a significant positive impact on students' Critical Thinking, Collaboration, Communication, and Creativity compared to the STEM teaching group without using IBAR. The IBAR experience helps students visualize abstract concepts of Physics and if microscopic phenomena can be understood by students, then macroscopic phenomena will also be easy to understand.
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