Implementation of an Augmented Reality-Based Interactive Student Worksheet to Describe Students’ Learning Activities and Responses in Chemical Equilibrium

Chemical equilibrium is often challenging for students because it involves abstract and dynamic processes that cannot be directly observed. This study described students’ learning activities and responses following the implementation of an interactive student worksheet (LKPD) integrated with Augmented Reality (AR). A quantitative descriptive approach with a one-shot case study design was employed in one eleventh-grade class at MAN 2 Model Medan, Indonesia, during the 2025/2026 academic year. Data were collected using an observation sheet for students’ learning activities and a student response questionnaire. The LKPD was implemented through the Assemblr Edu platform within a Discovery Learning sequence. Data were analyzed descriptively using percentage calculations. The mean percentage for students’ learning activities was 81.2%, categorized as good. The highest indicators were punctual attendance and sitting with assigned groups (both 94.5%), whereas asking questions about concepts students did not understand was the lowest (57.6%, fair). The mean student response score was 82.31%, categorized as very attractive. The findings describe students’ observed participation and reported responses in this class; because the study had no comparison group or pretest–posttest measures, they do not establish that the media caused improvements in learning.