Efektivitas Media Augmented Reality pada Pembelajaran Sekolah Dasar di Indonesia: Systematic Literature Review dan Analisis Moderasi 2020-2025

Agus Suhendar; Ike Kurniasih; Futihat Hayati Nupus; Heni Rochimah

doi:10.71094/vkj.v4i1.303

Authors

Agus Suhendar Program Studi Teknologi Pendidikan, Universitas Islam As-syafi’iyah Jakarta, Indonesia
Ike Kurniasih Program Studi Teknologi Pendidikan, Universitas Islam As-syafi’iyah Jakarta, Indonesia
Futihat Hayati Nupus Program Studi Teknologi Pendidikan, Universitas Islam As-syafi’iyah Jakarta, Indonesia
Heni Rochimah Program Studi Teknologi Pendidikan, Universitas Islam As-syafi’iyah Jakarta, Indonesia

DOI:

https://doi.org/10.71094/vkj.v4i1.303

Keywords:

Augmented Reality, Elementary School, Learning Media, Systematic Literature Review, Moderation Analysis

Abstract

This study aims to analyze the effectiveness of Augmented Reality (AR)-based learning media in elementary school learning in Indonesia through a Systematic Literature Review (SLR) approach and moderation analysis. The review examined 30 national and international journal articles indexed in Google Scholar, SINTA, ERIC, and Scopus published between 2020 and 2025. The article selection process followed the PRISMA stages, including identification, screening, eligibility, and inclusion. The findings indicate that AR-based learning media consistently have a positive impact on learning outcomes, motivation, student engagement, critical thinking skills, creativity, and conceptual understanding. The use of AR was most commonly found in Science and Mathematics subjects due to its ability to visualize abstract concepts interactively through three-dimensional objects. Moderation analysis revealed that the effectiveness of AR is influenced by grade level, teachers’ digital competence, duration of media use, availability of digital devices, and school internet access. Upper-grade elementary students tended to achieve more optimal learning outcomes than lower-grade students. However, AR implementation still faces challenges related to technological infrastructure and teacher readiness. Therefore, continuous support in technological infrastructure and teacher professional development is necessary to ensure more effective implementation of AR in elementary education. This study strengthens empirical evidence that AR has significant potential as an innovative learning medium to improve the quality of elementary education in Indonesia.

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