This research aims to investigate the effectiveness of augmented reality in improving cognitive learning during the physics lesson skills of high school pupils in Ili district. The study also takes into account the pupils' initial physical skills as a factor influencing their learning and cognitive learning skills. The research method used is laboratory experiment with a quantitative approach, and the sample includes 75 randomly selected 9th grade high school pupils. The data collection method involves administering a cognitive learning during the physics lesson, skills test, and the test results are analyzed using statistical tests, such as a normality test and Linkert test. The results of the study demonstrate that using augmented reality has a positive impact on improving the cognitive learning during the physics lesson skills of pupils compared to conventional learning methods. The improvement in cognitive learning skills is more significant for pupils with higher initial physical skills. This finding highlights the potential of augmented reality in enhancing pupils' cognitive learning skills in physics education. Overall, this research contributes to the growing body of knowledge on the effectiveness of augmented reality in promoting pupils' cognitive learning skills, specifically in the field of physics education.