<![CDATA[Science learning in junior high schools continues to face challenges, particularly in helping students understand abstract concepts and fostering scientific curiosity. The limited learning media used by teachers often make topics such as the Human Circulatory System difficult for students to comprehend effectively. This study aimed to analyze teachers’ and students’ needs for an Augmented Reality (AR) and Deep Learning-based science learning media as a foundation for developing innovative and adaptive educational technology. The study employed a descriptive quantitative method using a needs assessment survey design. The participants consisted of four science teachers and thirty eighth-grade students of SMP Negeri 1 Bungo selected through purposive sampling. Data were collected using teacher and student needs questionnaires and analyzed using descriptive statistics in the form of percentages. The findings revealed that all teachers (100%) required more interactive and innovative learning media and perceived AR technology as highly beneficial for visualizing abstract science concepts. Furthermore, 96.6% of students reported that visual representations facilitated their understanding of science materials, 93.1% expressed interest in AR-based learning media, and 96.5% were ready to use such technology in learning activities. These results indicate a very high demand for the development of AR and Deep Learning-based science learning media. The novelty of this study lies in its specific focus on integrating AR technology and the Deep Learning.]]>
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