<![CDATA[Learning Natural and Social Sciences (IPAS) at the elementary school level continues to face challenges in visualizing abstract concepts, such as the hydrological cycle, ecosystem structures, and socio-cultural dynamics, which necessitates innovative approaches to support young learners’ conceptual understanding. Augmented Reality (AR) is an emerging educational technology that integrates three-dimensional virtual objects into real-world environments in an interactive and contextual manner, aligning with the principles of the Merdeka Curriculum in the post–COVID-19 era. This study aims to map research trends on Augmented Reality in elementary IPAS learning from 2018 to 2025 through a systematic literature review and bibliometric analysis. The research employed a Systematic Literature Review (SLR) following the PRISMA protocol on articles indexed in Scopus, complemented by bibliometric analysis using VOSviewer software. A total of 27 high-quality journal articles were selected through rigorous inclusion and exclusion criteria. The findings indicate a substantial increase in publications after 2020, with major thematic clusters focusing on improvements in cognitive learning outcomes, students’ intrinsic motivation, inquiry- and project-based learning approaches, and personalized learning. Bibliometric mapping also reveals the dominance of Asian countries’ contributions, supported by multidisciplinary collaboration networks among researchers, institutions, and reputable journals. Despite these advancements, gaps remain in long-term longitudinal research designs and in addressing unequal access to AR technology, particularly in rural areas. Overall, this study provides valuable insights for the development of innovative and inclusive technology-enhanced IPAS learning, while contributing to curriculum advancement and supporting the realization of adaptive and innovative Pancasila Student Profiles.]]>
