<![CDATA[This study examines the impact of Augmented Reality (AR) on learning in Islamic Cultural History classrooms by transforming historical narratives into interactive, immersive learning experiences. This study used a quantitative, quasi-experimental design with a nonequivalent control group. The participants were eighth-grade students divided into an experimental group and a control group. The experimental group received instruction using AR-based learning media, while the control group was taught through conventional learning methods. The findings indicate that AR had a significant positive effect on students’ learning outcomes. Before the intervention, only 37% of students in the experimental group met the minimum mastery criterion (KKM). After implementing AR-based learning, the percentage increased to 87%. In comparison, the control group increased from 32% to 64%. The independent-samples t-test showed a significance value of 0.000 (p < 0.05), indicating a significant difference between the two groups. In addition, the Mann–Whitney test yielded significance values of 0.000 and 0.001 (p < 0.05), confirming the effectiveness of the treatment provided to the experimental group. The study concludes that Augmented Reality is an effective instructional medium for Islamic Cultural History learning, as it promotes more engaging and immersive learning experiences and contributes to improved student learning outcomes. These findings highlight AR’s potential to support innovative, technology-enhanced history education in Islamic schools.]]>
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