The abstract nature of internal-anatomical concepts in elementary science, including the digestive, respiratory, and circulatory systems, presents a persistent barrier to student conceptual mastery and necessitates the development of innovative instructional tools. This systematic review examines the impact of Augmented Reality (AR) on conceptual understanding and Science Process Skills (KPS) among elementary school students in Indonesia. Employing a rigorous state-of-the-art (SOTA) synthesis method, this study analyzes more than forty high-impact sources indexed in Scopus and Sinta published between 2022 and 2026, with particular attention to marker-based AR platforms and their visual-interactive affordances. The findings indicate that AR interventions substantially improve cognitive retention, procedural competence, and N-Gain scores by projecting three-dimensional virtual objects into real-time physical environments, thereby minimizing extraneous cognitive load. The review further reveals that AR provides the strongest gains for observing and communicating skills, while evaluating and analyzing data remain comparatively underdeveloped KPS indicators. It is concluded that AR functions as an essential pedagogical scaffold that bridges abstract scientific theory and concrete visual experience, positioning it as a strategic instructional tool for realizing the Deep Learning mandate of the Kurikulum Merdeka.
Saidatun Nihayah, W. Widodo, E. Susiyawati· Jurnal Pendidikan Dasar dan...· 0 citations
Science literacy-based learning in primary schools plays a strategic role in developing critical thinking, problem-solving, and evidence-based decision-making skills as important competencies of the 21st century. However, the implementation of learning in the field is still dominated by the orientation of material mastery and the achievement of cognitive learning outcomes, so that the development of science process skills and students' scientific disposition has not been carried out optimally. This study aims to analyze the implementation of basic principles of education and science trees in science literacy-based learning through a multi-aspect review that includes philosophical, sociological, anthropological, psychological foundations, as well as ontological and epistemological perspectives. This study uses a descriptive qualitative approach carried out at SDN Plumbon 2 with teachers and 20 fourth grade students as research subjects. Data was collected through observation, interviews, and documentation, then analyzed using the stages of data reduction, data presentation, and conclusion drawing with validity tests through source triangulation and triangulation techniques. The results of the study show that science literacy learning has accommodated several basic principles of education through the association of materials with daily life and the application of discussion activities. However, learning is still dominated by a teacher-centered, concept-mastery-oriented approach, and uses success indicators that emphasize cognitive aspects rather than process skills and scientific disposition. Furthermore, the application of the science tree concept has not shown complete integration between the foundation of education, the learning process, and the results of science literacy. The contribution of this research lies in the development of an integrative analytical framework that connects basic education principles, ontological and epistemological dimensions, and the concept of the science tree as a basis for evaluating the success of science literacy learning more comprehensively. The framework expands the learning evaluation approach, which previously focused on cognitive outcomes, to an assessment that includes the process of knowledge formation and the students' scientific disposition.
Jazilah Nailatun Ni’mah, Budi Purwoko, W. Widodo· Journal of Education and Tea...· 0 citations
Introduction. Science education in primary schools requires instructional approaches that simultaneously develop
science process skills (SPS) and creative thinking skills (CTS) as essential 21st-century competencies. However,
preliminary findings in Indonesian elementary schools revealed low mastery of observation, measurement, inference, and
scientific communication, alongside limited flexibility, originality, and elaboration in creative thinking. Although Project
Based Learning (PjBL) has been widely implemented, its application often encounters challenges in time management,
engagement, and structured skill measurement. Therefore, an innovative syntax integrating Project, Combine, and Put to
Another Use is needed to systematically enhance both SPS and CTS in primary science education.
Research methods. The design used in this research was research and development design where 50 teachers
who were primary school teachers and 104 pupils in the fourth grade session of four elementary schools in
Probol
L. A. Wardana, W. Widodo, B. Prahani· Perspectives of science and...· 0 citations
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