<![CDATA[The problems in science education that constitute the backdrop of this study include students' poor performance, the less-than-ideal use of the problem-based learning (PBL) paradigm, and the absence of interactive digital tools to assist students in visualizing abstract concepts. Thus, the purpose of this study is to determine how much the incorporation of Augmented Reality (AR) into the Problem-Based Learning (PBL) model can impact the learning results of eighth-grade students studying the human respiratory system at MTsN 7 Agam. A non-equivalent control group and a quasi-experimental design were used in this quantitative investigation. Purposive sampling was used to choose 30 kids from class VIII.6 as the experimental group and 30 students from class VIII.8 as the control group, for a total of 60 eighth-grade participants. Multiple-choice exams for the pre-test and post-test, observation forms, and student questionnaires were used to gather the data. Microsoft Excel was then used for analysis. The learning process achieved a very good level of implementation, with 97% for teacher activities and 90% for student activities. The mean pretest scores were 46.50 and 47.67 for the experimental and control groups, respectively, increasing to 89.33 and 71.00 on the posttest. The computed t-value of 6.891 from hypothesis testing was higher than the tabulated t-value of 2.001, indicating a significant difference between the groups. With an effect size of 1.78, it was considered extremely large. 94% of students responded, which is regarded as excellent. Thus, the learning outcomes of students are greatly impacted by AR-supported problem-based learning (PBL).]]>
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