<![CDATA[Education plays an important role in shaping students’ character and Islamic perspectives, particularly through the learning of Islamic Cultural History (Sejarah Kebudayaan Islam/SKI), which instills historical values and exemplary lessons from Islamic figures. However, SKI learning in madrasahs is still predominantly conducted through lectures and memorization, resulting in relatively low student interest in learning. This condition encourages innovation in digital learning media, one of which is Augmented Reality (AR) based on Assemblr Edu. This study aims to describe the implementation of AR media in SKI learning, analyze its impact on students’ learning interest, and identify the supporting and inhibiting factors at MTs. Miftahul Ulum Lepelle. This study employed a descriptive qualitative approach, with data obtained through observations, interviews with teachers, the principal, and students, as well as documentation. The data were analyzed using the Miles, Huberman, and Saldaña model with source triangulation. The results showed that AR implementation was carried out in a structured manner, starting from the preparation of lesson plans based on Assemblr Edu 3D objects to the implementation of learning in three stages: introduction, core activities, and conclusion. The use of AR had a positive impact on students’ learning interest, as indicated by increased attention, participation, attendance, and enthusiasm among students who had previously been passive. Supporting factors included madrasah policy support, teacher training, and students’ curiosity, while inhibiting factors included limited internet connectivity, differences in device specifications, and technical issues with the application. Thus, the implementation of AR media was proven effective in increasing students’ learning interest in SKI, although it requires strengthened network infrastructure and more equitable access to technological devices in madrasahs.]]>
