<![CDATA[Science learning in elementary schools still faces challenges in delivering abstract concepts, which affects students’ understanding and engagement. This study aims to analyze the use of Augmented Reality (AR) in science learning through a Systematic Literature Review (SLR) approach. The method follows the PRISMA framework, including identification, screening, eligibility, and inclusion stages. Data were collected from various scientific databases, resulting in 120 articles, which were reduced to 30 articles after screening, and 15 articles were selected for analysis. The results indicate that AR has a positive impact on improving conceptual understanding, learning outcomes, student motivation, and engagement. In addition, AR contributes to the development of higher-order thinking skills, scientific literacy, and science process skills. Therefore, AR can be considered an innovative and effective learning medium to enhance the quality of science learning at the elementary school level.]]>
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