The Transformation of Augmented Reality use in Science Education in Elementary Schools: Systematic Literature Review

Social studies learning in elementary schools still faces challenges in presenting abstract concepts in concrete and interactive ways, which may affect students’ engagement and understanding. The limited use of innovative learning media is one of the factors that needs to be addressed to improve learning effectiveness. This study aims to analyze the use of Augmented Reality (AR) in social studies learning in elementary schools through a Systematic Literature Review (SLR) approach. The literature search was conducted through Google Scholar on articles published between 2020 and 2026 using relevant keywords. Of the 501 articles identified, 8 articles met the eligibility criteria and were analyzed using descriptive synthesis based on the characteristics, implementation, and outcomes of AR use in social studies learning. The results indicate that the use of AR has a positive impact on students’ learning outcomes, motivation, concentration, and creative thinking skills. The three-dimensional visualization provided by AR helps make abstract concepts more concrete, making learning more engaging and meaningful. Nevertheless, its implementation still faces challenges, including limited infrastructure, teacher readiness, and digital literacy. Therefore, AR has strong potential as an innovative learning medium for improving the quality of social studies learning in elementary schools and should be supported by adequate planning, facilities, and teacher training.