EFEKTIVITAS PENGGUNAAN TEKNOLOGI AUGMENTED REALITY (AR) DALAM PEMBELAJARAN SISWA BERKEBUTUHAN KHUSUS: A SYSTEMATIC LITERATURE REVIEW

Meza Saputri, Nono Hery Yoenanto, Pebrian Pebrian, Sri Handa Yani

Abstract


Penelitian ini bertujuan untuk mengevaluasi efektivitas teknologi Augmented Reality (AR) dalam meningkatkan hasil belajar siswa berkebutuhan khusus, dengan fokus pada anak-anak Autism Spectrum Disorder (ASD) dan disabilitas belajar lainnya. Melalui metode systematic literature review sebanyak 14 artikel terpilih dari database scopus. Artikel yang direview dibatasi pada studi kuantitatif dengan desain eksperimen yang dipublikasikan dalam rentang tahun 2014-2024, dengan melibatkan siswa berkebutuhan khusus serta mengevaluasi efektivitas intervensi pembelajaran berbasis augmented reality. Analisis data dilakukan melalui descriptive dan narrative synthesis terhadap temuan utama studi terpilih. Hasil analisis menunjukkan bahwa AR memberikan dampak positif pada keterampilan sosial, kognitif, dan emosional siswa berkebutuhan khusus. Beberapa studi menunjukkan peningkatan keterampilan sosial dan pemahaman emosional, khususnya melalui aplikasi permainan berbasis AR dan buku bergambar interaktif. Meskipun hasilnya bervariasi, penggunaan AR terbukti meningkatkan motivasi belajar dan mengurangi gejala-gejala autisme, seperti hiperaktivitas dan iritabilitas. Temuan ini mengindikasikan bahwa AR merupakan alat yang menjanjikan untuk mendukung pembelajaran siswa berkebutuhan khusus, dengan desain yang tepat dan terpersonalisasi.


Keywords


Augmented Reality; Students with Special Needs

Full Text:

PDF

References


Ali, M. R. M., Putri, N. E., & Kuswanto, H. (2023). Tinjauan Literatur Sistematis: Perkembangan Penggunaan Teknologi Augmented Reality (AR) Pada Pembelajaran Fisika. JURNAL PENDIDIKAN MIPA, 13(4), 1045–1055. https://doi.org/10.37630/jpm.v13i4.1277.

Arici, F. (2024). Investigating the Effectiveness of Augmented Reality Technology in Science Education in Terms of Environmental Literacy, Self-Regulation, and Motivation to Learn Science. International Journal of Human–Computer Interaction, 40(24), 8476–8496. https://doi.org/10.1080/10447318.2024.2310921.

Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk, K. (2014). Augmented Reality Trends in Education: A Systematic Review of Research and Applications. Educational Technology & Society, 17(4), 133–149.

Barfield, W. (Ed.). (2015). Visual Tracking for Augmented Reality in Natural Environments. In Fundamentals of Wearable Computers and Augmented Reality (0 ed., pp. 170–191). CRC Press. https://doi.org/10.1201/b18703-12.

Bigby, M. (2014). Understanding and evaluating systematic reviews and meta-analyses. Indian Journal of Dermatology, 59(2), 134. https://doi.org/10.4103/0019-5154.127671.

Chen, C.-H., Lee, I.-J., & Lin, L.-Y. (2015). Augmented reality-based self-facial modeling to promote the emotional expression and social skills of adolescents with autism spectrum disorders. Research in Developmental Disabilities, 36, 396–403. https://doi.org/10.1016/j.ridd.2014.10.015

Denizli-Gulboy, H., Genc-Tosun, D., & Gregori, E. (2024). Teaching students with autism spectrum disorder how to use an augmented reality application and the vocabulary of the natural sciences. International Journal of Developmental Disabilities, 1–17. https://doi.org/10.1080/20473869.2024.2424606.

Febrianti S, F. S., Zelfia, Z., & Mustari, A. M. (n.d.). Pola Komunikasi Pendidikan Softskill Berbasis Digital Augmented Reality Terhadap Anak Berkebutuhan Khusus Tunagrahita pada SLBN 02 Makassar. Universitas Muslim Indonesia.

Fitrianto, Y., & Rakasiwi, S. (2024). Systematic Literature Review Metaverse 2019-2024, Ruang Lingkup, Potensi dan Tantangannya di Masa Depan. JSAI (Journal Scientific and Applied Informatics), 7(2), 270–284. https://doi.org/10.36085/jsai.v7i2.6431.

Gulboy, E., & Denizli-Gulboy, H. (2025). Evaluating Augmented Reality to Teach Science for Secondary Students With Intellectual Disability. The Journal of Special Education, 59(1), 3–15. https://doi.org/10.1177/00224669241258225.

Jdaitawi, M. T., & Kan’an, A. F. (2021). A Decade of Research on the Effectiveness of Augmented Reality on Students with Special Disability in Higher Education. Contemporary Educational Technology, 14(1), ep332. https://doi.org/10.30935/cedtech/11369.

Kapetanaki, A., Krouska, A., Troussas, C., & Sgouropoulou, C. (2022). Exploiting Augmented Reality Technology in Special Education: A Systematic Review. Computers, 11(10), 143. https://doi.org/10.3390/computers11100143.

Keshav, N. U., Vogt-Lowell, K., Vahabzadeh, A., & Sahin, N. T. (2019). Digital Attention-Related Augmented-Reality Game: Significant Correlation between Student Game Performance and Validated Clinical Measures of Attention-Deficit/Hyperactivity Disorder (ADHD). Children, 6(6), 72. https://doi.org/10.3390/children6060072.

Lee, I.-J., & Huang, Y.-C. (2025a). Improving social skills in children with autism spectrum disorder using augmented reality and mixed reality technology combined with concept maps. Universal Access in the Information Society, 24(2), 1255–1281. https://doi.org/10.1007/s10209-024-01135-w.

Lee, I.-J., & Huang, Y.-C. (2025b). Improving social skills in children with autism spectrum disorder using augmented reality and mixed reality technology combined with concept maps. Universal Access in the Information Society, 24(2), 1255–1281. https://doi.org/10.1007/s10209-024-01135-w

Lian, X., Sunar, M. S., Lian, Q., & Mokhtar, M. K. (2023). Evaluating user interface of a mobile augmented reality coloring application for children with autism: An eye-tracking investigation. International Journal of Human-Computer Studies, 178, 103085. https://doi.org/10.1016/j.ijhcs.2023.103085.

Liu, R., Salisbury, J. P., Vahabzadeh, A., & Sahin, N. T. (2017). Feasibility of an Autism-Focused Augmented Reality Smartglasses System for Social Communication and Behavioral Coaching. Frontiers in Pediatrics, 5, 145. https://doi.org/10.3389/fped.2017.00145.

Liu, S., Li, J., Qu, Z., Li, R., & Liu, J. (2022). The effectiveness of eHealth self-management interventions in patients with chronic heart failure: Protocol for a systematic review and meta-analysis. PLOS ONE, 17(9), e0268446. https://doi.org/10.1371/journal.pone.0268446.

Lorenzo, G., Gómez-Puerta, M., Arráez-Vera, G., & Lorenzo-Lledó, A. (2019). Preliminary study of augmented reality as an instrument for improvement of social skills in children with autism spectrum disorder. Education and Information Technologies, 24(1), 181–204. https://doi.org/10.1007/s10639-018-9768-5.

Mardiansah Mardiansah, Rizki Alvi Ramadhan, & Reni Suryani. (2024). Mengenal Anak Berkebutuhan Khusus dan Klasifikasinya. Ta’rim: Jurnal Pendidikan Dan Anak Usia Dini, 5(1), 164–170. https://doi.org/10.59059/tarim.v5i1.1013l.

McMahon, D. D., Cihak, D. F., Wright, R. E., & Bell, S. M. (2016). Augmented Reality for Teaching Science Vocabulary to Postsecondary Education Students With Intellectual Disabilities and Autism. Journal of Research on Technology in Education, 48(1), 38–56. https://doi.org/10.1080/15391523.2015.1103149.

Moreno, G. (2022). Expanding Definition of Technology in Special Education: Impact of Training on the Adoption of iPad Tablets by Special Educators. International Journal of Disability, Development and Education, 69(2), 722–738. https://doi.org/10.1080/1034912X.2020.1731432.

Muhaidat, F., Jdaitawi, M., Abu-Joudeh, M., Hussein, E., Rabab’h, B., Kan’an, A., & Talafha, F. (2022). A Meta Analysis on Augmented Reality Application for Individuals with Intellectual Disability. International Journal of Information and Education Technology, 12(9), 970–976. https://doi.org/10.18178/ijiet.2022.12.9.1708.

Nekar, D. M., Lee, D.-Y., Hong, J.-H., Kim, J.-S., Kim, S.-G., Seo, Y.-G., & Yu, J.-H. (2022). Effects of Augmented Reality Game-Based Cognitive–Motor Training on Restricted and Repetitive Behaviors and Executive Function in Patients with Autism Spectrum Disorder. Healthcare, 10(10), 1981. https://doi.org/10.3390/healthcare10101981.

Patiño, D. H. C., Muñoz, L., Villarreal, V., Pardo, C., Núñez, I., Navarro, N., Fernández-Arroyo, L. V., Dobrescu, C. C., & Rodríguez, M. (2024). AutismAR Discovery: Evaluation of an Augmented Reality Application to Support the Learning of Children With Autism Spectrum Disorder in Panama. IEEE Revista Iberoamericana de Tecnologias Del Aprendizaje, 19, 296–305. https://doi.org/10.1109/RITA.2024.3466171.

Pérez-Fuster, P., Herrera, G., Kossyvaki, L., & Ferrer, A. (2022). Enhancing Joint Attention Skills in Children on the Autism Spectrum through an Augmented Reality Technology-Mediated Intervention. Children, 9(2), 258. https://doi.org/10.3390/children9020258.

Rakhimzhanova, L., Issabayeva, D., Kultan, J., Baimuldina, N., Issabayeva, Z., & Aituganova, Z. (2025). Using Augmented Reality to Teach Digital Literacy Course to Primary School Children with Special Educational Needs. European Journal of Educational Research, 14(1), 55–71. https://doi.org/10.12973/eu-jer.14.1.55.

S, Ajitha., Seema, S., & Hotagi, H. S. (2023). Guiding Special Need Children using AR/VR Technology. 2023 7th International Conference on Computation System and Information Technology for Sustainable Solutions (CSITSS), 1–6. https://doi.org/10.1109/CSITSS60515.2023.10334086.

Sadeghi, R., & Treglia, G. (2017). Systematic reviews and meta-analyses of diagnostic studies: A practical guideline. Clinical and Translational Imaging, 5(2), 83–87. https://doi.org/10.1007/s40336-016-0219-2.

Sari, U. P., Suwarma, D. M., Subroto, D. E., Roswati, R., Jenuri, J., & Hita, I. P. A. D. (2024). Pengaruh Pemanfaatan Teknologi Augmented Reality terhadap Tingkat Ketertarikan Belajar Siswa dalam Penyampaian Materi Pembelajaran. Journal on Education, 6. https://doi.org/10.31004/joe.v6i3.5698.

Sgarbossa, N., Ibáñez Cobaisse, M., González Cianciulli, G., Bracchiglione, J., & Franco, J. V. A. (2022). Systematic reviews: Key concepts for health professionals. Medwave, 22(09), e2622–e2622. https://doi.org/10.5867/medwave.2022.09.2622.

Shaaban, T. S., & Mohamed, A. M. (2024). Exploring the effectiveness of augmented reality technology on reading comprehension skills among early childhood pupils with learning disabilities. Journal of Computers in Education, 11(2), 423–444. https://doi.org/10.1007/s40692-023-00269-9.

Suciliyana, Y., & Rahman, L. O. A. (2020). AUGMENTED REALITY SEBAGAI MEDIA PENDIDIKAN KESEHATAN UNTUK ANAK USIA SEKOLAH. Jurnal Surya Muda, 2(1), 39–53. https://doi.org/10.38102/jsm.v2i1.51.

Sun, S.-J., Huang, A.-C., & Ho, W.-S. (2024). Enhancing Social Skills in Autism Students with Augmented-Reality Picturebooks. Applied Sciences, 14(11), 4907. https://doi.org/10.3390/app14114907.




DOI: https://doi.org/10.31932/jutech.v6i2.6000

Article Metrics

Abstract view : 2 times
PDF - 2 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Meza Saputri, Nono Hery Yoenanto, Pebrian Pebrian, Sri Handa Yani

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Creative Commons License
JUTECH: Journal Education and Technology is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.