STEM Integration in Biology Learning: A Systematic Literature Review

Hani Wijil Ramdhani; Sri Susilogati; Bambang Subali; Nuni Widiarti

doi:10.21831/j.sc.edu.research.v10i2.91253

Authors

Hani Wijil Ramdhani Universitas Negeri semarang
Sri Susilogati Universitas Negeri Semarang
Bambang Subali Universitas Negeri Semarang
Nuni Widiarti Universitas Negeri Semarang

DOI:

https://doi.org/10.21831/j.sc.edu.research.v10i2.91253

Abstract

This study aims to analyze research trends in the application of Augmented Reality (AR) in Science Learning in Indonesian elementary schools from 2020 to 2025. Using a Systematic Literature Review (SLR) approach, this study collected, reviewed, and analyzed 26 empirical studies obtained from Google Scholar, Scopus, and Publish or Perish databases. The analysis employed PRISMA guidelines to ensure transparency and reliability in article selection, followed by bibliometric mapping using VOSviewer to identify research clusters, keyword relations, and thematic trends. The results indicate that AR has been widely developed in various forms, such as e-modules, flashcards, flipbooks, and mobile applications, enhancing students’ conceptual understanding, critical thinking, creativity, and motivation. Most studies adopted Research and Development (R&D) and experimental designs, focusing on science topics like the human body, earth layers, and water cycles. The findings reveal a growing trend in integrating AR to create interactive and contextual learning aligned with the Merdeka Curriculum’s goals. However, challenges remain, including unequal access to devices, limited teacher training, and non-standardized assessment instruments. Overall, the study concludes that AR offers significant potential to improve the quality of elementary science education by visualizing abstract concepts, fostering engagement, and supporting 21st-century learning competencies.

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