Cypriot Journal of Educational Sciences Volume 18, Issue 1, (2023) 215-227 www.cjes.eu Teachers' perspectives toward using augmented reality technology in science learning Anggi Datiatur Rahmat * , Universitas Negeri Yogyakarta, Postgraduate School, Yogyakarta, 55281, Indonesia, https://orcid.org/0000-0002-5174-892X. Heru Kuswanto, Universitas Negeri Yogyakarta, Physics Education Department, Yogyakarta, 55281, Indonesia, https://orcid.org/0000-0002-2693-8078 Insih Wilujeng, Universitas Negeri Yogyakarta, Natural Sciences Education Department, Yogyakarta, 55281, Indonesia, https://orcid.org/0000-0003-1900-7985 Himawan Putranta, Universitas Islam Negeri Sunan Kalijaga, Physics Education Department, Yogyakarta, 55821, Indonesia, https://orcid.org/0000-0003-2646-8237 Arina Zaida Ilma, Universitas Negeri Yogyakarta, Natural Sciences Education Department, Yogyakarta, 55281, Indonesia, https://orcid.org/0000-0002-7577-206X Suggested Citation: Rahmat, A. D., Kuswanto, H., Wilujeng, I., Putranta, H. & Ilma, A. Z. (2023). Teachers' perspective toward using augmented reality technology in science learning. Cypriot Journal of Educational Science. 18(1), 215-227. https://doi.org/10.18844/cjes.v18i1.8191 Received from October 21, 2022; revised from December 11, 2022; accepted from January 25, 2023 ©2023 by the authors. Licensee Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi, North Nicosia, Cyprus. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Abstract Augmented reality (AR) is a new technology in education, and teachers are still rarely familiar with the technology. The study aimed to introduce AR technology and determine the perspective of science teachers from various educational backgrounds on implementing AR in science learning. A mixed research design was employed in collecting quantitative and qualitative data using an online survey and one-on-one semi-structured interviews. The study participants are 32 teachers with different educational backgrounds in the Association of Science Education Teachers in West Bandung, Indonesia. The interviews were conducted with six participants selected randomly. The study found that many teachers had less knowledge of AR technology because they had experienced it for the first time. However, they were highly interested in implementing the technology in science learning after exploring its use independently. From the perspective of teachers, AR has the potential to be implemented in science learning. It could facilitate abstract concepts considered difficult for students to visualise and increase their interest and motivation in the learning process. Therefore, teachers need further training to implement AR optimally in science learning. Keywords: Augmented reality, science education, teachers' perspectives, technology, TPACK framework * ADDRESS FOR CORRESPONDENCE: Anggi Datiatur Rahmat, Postgraduate Universitas Negeri Yogyakarta, Jalan Colombo No. 1 Karangmalang, 55281, Yogyakarta, Indonesia E-mail address: anggidatiatur.2022@student.uny.ac.id / Tel.: +6281395279479