Science E-Module Based on Augmented Reality (AR) to Improve Students' Critical Thinking Skills: Systematic Literature Review

Abstract

The development of technology in the field of education has presented innovations that can support a more interactive and effective learning process. Augmented reality (AR) is one of the technologies that visualizes something and can be applied to the world of education. This study aims to systematically review the literature that discusses the development of E-science modules based on Augmented Reality (AR) in an effort to improve students' critical thinking skills. The method used is a literature review. By searching for references of at least 5 articles in journals that are analyzed inclusively and exclusively so that they are referenced according to the objectives to be achieved. The literature search was carried out through electronic databases assisted by Harzing's Publish or Perrish which includes Google Scholar, Eric, Crossef and ScienceDirect using keywords such as "Augmented Reality", "E-science modules", "critical thinking skills", and "education". Studies published between 2020 and 2024 are the main focus of this study. From the results of the data collection, 1050 articles were filtered and re-selected to produce 7 articles which were the results of selection according to more in-depth inclusion and exclusion criteria including title, abstract and discussion content. Thus it can be concluded that the AR-based Science E-module has great potential to be applied in learning to improve students' critical thinking skills. This study recommends further development and testing in the context of science education.