This study developed and validated AR-based learning materials for
Financial Services Authority (OJK) education among Indonesian tenthgrade students. Using a mixed-methods research and development
approach with the ADDIE model, the study involved 40 students selected
through purposive sampling for needs assessment incorporating
Technology Acceptance Model constructs. An Android-based AR
application was developed using Unity 3D engine and ARCore SDK,
integrating interactive 3D visualizations with comprehensive OJK
educational content. Expert validation was conducted by content and
design specialists using structured evaluation rubrics. The needs
assessment revealed strong student support for AR integration, with 67.5%
expressing positive attitudes toward AR-based learning materials. A
significant positive correlation (r = 0.734, p < 0.01) was found between
media diversification and learning motivation. Technology readiness
showed high perceived usefulness (M = 4.2, SD = 0.8) but moderate
perceived ease of use (M = 3.1, SD = 0.9). Expert validation demonstrated
high content validity (87.5%, CVI = 0.875) and acceptable design quality
(77.8%, DQI = 0.778). The application successfully integrated four main
OJK content modules with AR functionality, including interactive 3D
organizational structure visualization. Findings provide strong empirical
support for AR technology adoption in financial literacy education,
validating constructivist and multimedia learning theories. The study
establishes a replicable framework for AR educational material
development, supporting continued educational technology innovation.
Keywords: Augmented Reality, Financial Literacy Education, Technology Acceptance
Model, Educational Technology, Financial Services Authority