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.

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