Abstract
Augmented Reality (AR) offers opportunities to provide interactive and visually accessible learning experiences for elementary students, particularly for content that may be difficult to understand through conventional instruction alone. This study examined the effectiveness of AR-based learning media in supporting learning interest and learning outcomes in Grade III Science and Social Studies (IPAS) on the topic of Family and Community Traditions. A quantitative quasi-experimental approach with a nonequivalent control group design was employed. Participants were 40 Grade III students at SD Negeri Tambangan 01 Semarang, comprising 20 students in the experimental group and 20 in the control group. The experimental group received AR-supported instruction, whereas the control group received conventional instruction over two sessions. Data were collected using learning-outcome tests and a learning-interest questionnaire. The experimental group reported higher learning interest (M = 24.95; 89.11%) than the control group (M = 19.45; 69.46%). Learning-outcome means increased from 45.25 to 87.50 in the experimental group and from 42.50 to 72.25 in the control group. The experimental group achieved a mean N-Gain of .7619, while the reported independent-samples test indicated a significant between-group difference (t(38) = −2.929, p = .006). These findings provide evidence that AR-supported instruction has potential to enhance elementary IPAS learning, although further studies with larger samples and stronger baseline-adjusted analyses are needed.