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Augmented reality has a high potential to be used in science learning by presenting more real phenomena. Students can apply this technology by using a smartphone even without internet access. This study aims to understand the phenomenon of learning about global warming in 8th-grade students by using AR as a learning medium on learning interest and learning outcomes. The use of AR theoretically and empirically affects learning outcomes by being moderated by interest in learning. This research is quantitative approach research. The ARCS model questionnaire was applied to measure interest in education. Structured test questions were tested to measure learning outcomes. The analysis used was a correlation, linear regression, and cluster analysis. The results of this study indicate interest in learning does not automatically encourage learning outcomes in research participants. The cluster analysis results explain that interest in learning in all students is relatively high, but learning outcomes are in two different clusters. This difference is described by social learning theory and technology adoption theory. Another factor is recommended for further study to obtain a more comprehensive explanation, namely self-efficacy. [ABSTRACT FROM AUTHOR]

The use of augmented reality (AR) technology in science learning tends to continue to increase. Science teachers can use the advantages of AR to support learning in rural areas. This study aims to promote the use of AR in science learning (Global Warming) to junior high school science teachers who have never used it before. The method used provides training in three aspects, namely how to use AR, relevant learning strategies, and learning evaluation tools. The result analysis of this activity is a qualitative analysis processed from the product of the participants' learning outcomes. This study indicates that teachers can integrate AR skills with learning strategies oriented towards student-centred learning. In addition, they can also develop a HOTS-oriented learning evaluation tool. The teachers also showed optimism to apply these new skills in schools. Education managers need to make policies to support successful school implementation, especially in a more flexible curriculum. [ABSTRACT FROM AUTHOR]