IMPLEMENTATION OF AUGMENTED REALITY IN SCIENCE LEARNING AT ISLAMIC ELEMENTARY SCHOOL JOMBANG
Keywords:
Augmented Reality, Science Learning, Conceptual Understanding, Islamic elementary schoolAbstract
Science learning in Madrasah Ibtidaiyah still faces challenges in helping students understand abstract concepts that cannot be directly observed through conventional learning media. Augmented Reality (AR) provides an alternative learning medium by presenting three-dimensional, interactive, and contextual representations of scientific objects and processes. This study aims to analyze the implementation of AR as a science learning medium and examine its potential contribution to improving students’ conceptual understanding in the context of Madrasah Ibtidaiyah in Jombang. The research employed a Systematic Literature Review (SLR) approach by identifying, selecting, analyzing, and synthesizing recent empirical studies concerning AR-based science learning at the elementary education level. The literature was analyzed descriptively and thematically based on learning materials, forms of AR implementation, conceptual understanding, learning outcomes, student motivation, engagement, and implementation challenges. The findings indicate that AR has strong potential to improve students’ understanding of science concepts because it enables abstract scientific phenomena to be represented through three-dimensional and interactive visualization. AR is particularly relevant to science topics involving spatial structures, biological organs, natural processes, the solar system, ecosystems, water cycles, and changes in matter. The effectiveness of AR is strengthened when it is integrated with inquiry, discovery learning, problem-based learning, or other student-centered approaches. However, its implementation depends on teacher digital competence, device availability, infrastructure, application usability, and appropriate instructional design. Therefore, AR can be considered an innovative science learning medium for Madrasah Ibtidaiyah in Jombang when implemented pedagogically, contextually, and according to students’ developmental characteristics.
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