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Dampak Penggunaan Augmented reality dalam Pembelajaran Biologi: Systematic Literature Review

Fatimah Az Zahra , Suhendi Suhendi

Published
20 March 2026

Vol. 21 No. 1 (2026)
Pages 1295-1304

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Open Access
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Abstract

This study aims to map the impact of Augmented reality in biology learning and to identify factors influencing variations in research findings. The study employed a Systematic Literature Review (SLR) method following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Research data were collected from Google Scholar and Scopus databases with a publication range from 2020 to 2025. The data collection process involved article identification, duplicate removal, title and abstract screening, and full-text review using the Covidence software. Data were analyzed using descriptive analysis and thematic synthesis of studies that met the inclusion criteria. The results show that among the 18 analyzed studies, 15 studies reported positive effects of Augmented reality on students’ conceptual understanding, while 3 studies showed limited effects. The findings also indicate that the effectiveness of Augmented reality is influenced by several factors, including three-dimensional visualization, students’ motivation and engagement, teachers’ roles, ease of technology use, and technological infrastructure support. Therefore, Augmented reality has strong potential as an innovative learning medium that can enhance conceptual understanding in biology learning.

Keywords

augmented reality; biology learning; conceptual understanding; systematic literature review

References

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Publication Information
Published 20 March 2026
Section Articles
Copyright Copyright (c) 2026 Paedagogie
Keywords
  • augmented reality
  • biology learning
  • conceptual understanding
  • systematic literature review