<![CDATA[Research-Based Learning (RBL) integrates research activities into the learning process to promote active participation and improve students’ academic experiences. This study examined the influence of learning outcomes on students’ learning interest in physics learning implemented through the RBL approach. A quantitative explanatory design was employed. The participants were 32 students from the Physics Education Department, Faculty of Tarbiyah and Teacher Training, UIN Alauddin Makassar, selected using simple random sampling. Data were collected through validated and reliable learning outcome tests and learning interest questionnaires. Simple linear regression analysis was conducted after satisfying the assumptions of normality and linearity. The findings indicated that students’ learning outcomes were predominantly in the moderate category (71.875%), while learning interest was generally high (81.25%). The linearity test confirmed a linear relationship between the variables, with a deviation from linearity significance value of 0.057 (>0.05). Regression analysis produced the equation Y = 57.084 + 0.097X and a coefficient of determination (R² = 0.017). These findings indicate that learning outcomes explain only 1.7% of the variance in students’ learning interest, whereas 98.3% is attributable to other factors not examined in this study. Therefore, the relationship between learning outcomes and learning interest in RBL-based physics learning is very weak.]]>
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