A Systematic Literature Review of Augmented Reality in Mathematics Education: Effects on Students Conceptual Understanding and Mathematical Abilities Rena Nuralia, Hepsi Nindiasari, Maman Fathurrohman, Syamsuri
Pendidikan Matematika, Universitas Sultan Ageng Tirtayasa
Abstract
This study aims to analyze the use of Augmented Reality (AR) in mathematics education and its effects on students conceptual understanding and mathematical abilities. The method used is a Systematic Literature Review (SLR) based on PRISMA 2020 guidelines. Articles were collected from Sinta-indexed national journals and Scopus-indexed international journals published between 2021-2026 using the keywords Augmented Reality, mathematics education, and earning outcomes. The selection process included identification, screening, eligibility assessment, and inclusion stages. A total of 15 articles met the inclusion criteria and were analyzed.
The results indicate that AR is effective in improving students conceptual understanding and various mathematical abilities, including spatial skills, problem-solving, and critical thinking. AR facilitates interactive 3D visualization, helping students better understand abstract mathematical concepts. However, several challenges were identified, such as limited technological resources and teacher readiness.
In conclusion, AR is a promising learning tool in mathematics education, but further research is needed to support its broader and long-term implementation.
