<![CDATA[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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