<![CDATA[This study focuses on learning to enhance science learning outcomes for fourth-grade students. It was driven by the low performance in science and social studies observed among students of that grade. Jungjang State Elementary School 3 regarding the abstract concept of the water cycle, where sixty percent of the students had not yet met the minimum proficiency standard. The purpose of this study was to improve student achievement through the application of a Problem-Based Learning model supported by Augmented Reality media. The research method used was the Kemmis and McTaggart Classroom Action Research model, conducted in two cycles with twenty-four students. Data were collected through observation, interviews, field notes, and formative tests, which were then analyzed qualitatively and quantitatively. The results showed a significant and consistent improvement in learning outcomes. In the pre-cycle stage, the classical mastery rate was only 39.13% with an average of 55.9. After the intervention was implemented, the classical mastery rate increased to 50% with an average of 66 in Cycle I, and peaked at 83.33% with an average of 79 in Cycle II. The conclusion of this study states that the implementation of a Problem-Based Learning model supported by Augmented Reality is effective in improving students’ learning outcomes on the topic of the water cycle. The integration of contextual problems and three-dimensional visualizations is able to transform abstract concepts into concrete ones, increase students’ active engagement, and create a meaningful learning environment in elementary schools.]]>
