Faktor implementasi dan integrasi augmented reality dalam pembelajaran: tinjauan sistematis

Abstract

Purpose. Penelitian ini bertujuan untuk menganalisis perkembangan kajian Augmented Reality (AR) sebagai inovasi teknologi dalam pembelajaran, menjelaskan bentuk integrasi AR dengan metode pembelajaran, teori belajar, dan desain instruksional, serta mengidentifikasi faktor pendukung dan penghambat implementasinya berdasarkan literatur terdahulu. Method. Penelitian ini menggunakan metode Systematic Literature Review (SLR) dengan alur seleksi mengacu pada PRISMA. Data diperoleh melalui database Scopus dan sumber tambahan lain, dengan proses identifikasi awal sebanyak 104 record, kemudian diseleksi berdasarkan kriteria tahun publikasi, kualitas jurnal, ketersediaan abstrak, keteraksesan laporan, dan relevansi dengan fokus penelitian. Findings. Hasil akhir menunjukkan bahwa 42 laporan digunakan dalam review. Hasil penelitian menunjukkan bahwa AR telah berkembang dari sekadar media visual menjadi pendekatan pembelajaran visual-interaktif yang mendukung pengalaman belajar aktif, pemahaman konsep, interaksi sosial, refleksi, dan peningkatan self-efficacy. AR juga lebih efektif ketika diintegrasikan dengan teori belajar seperti Social Learning Theory, Experiential Learning Theory, konstruktivisme, serta desain instruksional yang sistematis. Practical  Implication. Faktor pendukung implementasi AR meliputi kualitas desain media, kesiapan guru, dukungan sekolah, infrastruktur, literasi digital, dan budaya kolaboratif. Sementara itu, hambatannya meliputi keterbatasan perangkat, kurangnya pelatihan, rendahnya kesiapan teknologi, dan perbedaan konteks sekolah. Originality. Penelitian ini menyimpulkan bahwa AR memiliki kontribusi penting sebagai inovasi teknologi sekaligus metode pembelajaran yang bermakna secara pedagogis.

Purpose. This study aims to analyze the development of Augmented Reality (AR) studies as a technological innovation in learning, explain the form of AR integration with learning methods, learning theories, and instructional design, and identify supporting and inhibiting factors for its implementation based on previous literature. Method. This study uses the Systematic Literature Review (SLR) method with a selection process referring to PRISMA. Data were obtained through the Scopus database and other additional sources, with an initial identification process of 104 records, then selected based on the criteria of publication year, journal quality, abstract availability, report accessibility, and relevance to the research focus. Findings. The final results show that 42 reports were used in the review. The results show that AR has evolved from merely a visual medium into a visual-interactive learning approach that supports active learning experiences, conceptual understanding, social interaction, reflection, and increased self-efficacy. AR is also more effective when integrated with learning theories such as Social Learning Theory, Experiential Learning Theory, constructivism, and systematic instructional design. Practical Implications. Supporting factors for AR implementation include the quality of media design, teacher readiness, school support, infrastructure, digital literacy, and collaborative culture. Meanwhile, barriers include limited devices, lack of training, low technological readiness, and differences in school contexts. Originality. This study concludes that AR has a significant contribution as a technological innovation and a pedagogically meaningful learning method.