In the present study, an experimental teaching material using a soundcard oscilloscope developed for science, technology, engineering, and mathematics (STEM) education considering the engineering viewpoint was applied to address student's misconceptions in the alternating current (AC) circuit topic in high school physics. Four experiments were conducted, and 13 conceptual understanding questions were used to explore the concept of the AC circuit among 192 secondary school students in Indonesia. This study concluded that the STEM system used in this study was considered to be useful to overcome the various misconceptions in high school physics. As a result of this study, it is recommended that more researchers should find, create, develop, and implement more teaching materials that support the understanding of students in AC circuits as well as the other parts of physics. Deeper investigations into the pre-conceptions of students would be another area of research that this study identified as an area of the focus needed in investigating cases of misconceptions.