<![CDATA[The development of digital technology in the era of the Industrial Revolution 4.0 and Society 5.0 requires transformation in elementary school learning, including science education. One relevant instructional innovation is Augmented Reality (AR), which offers interactive and contextual visualization. This study aims to analyze the use of Augmented Reality-based media in elementary science learning, focusing on its forms of implementation, benefits, and challenges. This research employed a qualitative literature review by examining relevant national and international journal articles published within the last 5–10 years. Literature searches were conducted through Google Scholar, Garuda, and reputable international journals using a simplified PRISMA flow. The findings indicate that AR is commonly implemented through three-dimensional visualization and interactive simulations for abstract science concepts such as energy, force, and living structures. The use of AR has been shown to improve conceptual understanding, learning motivation, and student engagement. However, challenges remain related to teachers’ digital competencies and technological infrastructure. Therefore, teacher training and institutional support are essential to ensure sustainable integration of AR in elementary science learning.]]>
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