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The low creative thinking skills of students in learning Social Science (IPS) in elementary school, especially in the aspect of originality, is the background of this research. This research aims to find out the influence of Augmented Reality-based interactive cultural map media on the creative thinking skills of primary school grade IV students. This research uses a quantitative approach with a one group pretest-posttest design. The research subjects were 35 grade IV students at one of the elementary schools in Gresik who were selected with a saturated sampling technique. A research instrument in the form of a description test that measures creative thinking skills based on four aspects, namely fluency, flexibility, originality, and elaboration. Data analysis was carried out using the normality test and the paired t test. The research results show that there is an average increase in the student's creative thinking skills score from 9.31 in the pretest to 12.80 in the posttest. The t test results show a significant difference between before and after treatment. These findings show that Augmented Reality-based interactive cultural map media has a positive effect on students' creative thinking skills. The implication of this research is that Augmented Reality-based media can be used as an alternative to IPS learning innovation in elementary schools to improve students' creative thinking skills in 21st century learning.

The rapid development of digital technology has transformed the tourism industry through the implementation of Augmented Reality (AR), which provides more interactive, educational, and immersive tourism experiences. In Indonesia, the adoption of AR has become increasingly important to address the unequal distribution of tourist visits, which remain heavily concentrated in a few destinations, particularly Bali. This study aims to identify the clusters of AR utilization in Indonesian tourism development and analyze their potential contributions to destination promotion, cultural heritage preservation, and tourism competitiveness. The study employed a Systematic Literature Review (SLR) approach based on the PRISMA guidelines. Data were collected from reputable national and international scientific publications discussing AR implementation in tourism, cultural heritage, and travel industries between 2014 and 2025. The findings reveal that AR utilization in Indonesia can be categorized into five major clusters: the Bali Tourism Corridor Cluster, the Jakarta Metropolitan Cluster, the West Java Cluster, the East Java Cluster, and the Eastern Indonesia Cluster. Various AR implementations in destinations such as the Bongal Historical Site, Tana Toraja, Langsa City, and Lawang Sewu demonstrate the technology’s ability to enhance visitor experiences, strengthen historical and cultural education, and support destination marketing strategies. Furthermore, technology readiness and human resource competence were identified as the most influential factors affecting successful AR adoption. The findings suggest that AR has significant strategic potential to expand destination exposure, reduce disparities in tourist distribution across regions, and support the sustainable digital transformation of Indonesia’s tourism sector.

This study aims to analyze the effect of Augmented Reality-based Virtual Try-On and consumer testimonials on purchase intention toward Maybelline foundation from an Islamic business perspective among Generation Z in Bandar Lampung. This research employs a quantitative approach using primary data collected through questionnaires distributed to 100 respondents. The data were analyzed using Partial Least Square Structural Equation Modeling (PLS-SEM). The results show that Virtual Try-On has a positive and significant effect on purchase intention. Consumer testimonials also have a positive and significant effect on purchase intention. Simultaneously, both variables significantly influence purchase intention. From an Islamic business perspective, the use of technology and consumer testimonials can serve as an effective marketing strategy while maintaining ethical principles such as transparency, honesty, and fairness. 

This study aims to design and develop an Augmented Reality (AR)-based application for real-time data monitoring of an automatic weather station at PT. XYZ. The system was developed using a prototyping method, involving five key stages: sensor data acquisition via CBOX devices and the Modbus RTU protocol, data transmission through a Flask-based Web API, storage in a MySQL database, QR code-based target image creation using the Vuforia Engine, and a 3D visualization interface developed with Unity integrated with the Vuforia SDK on Android devices. The system successfully received and stored weather data—such as temperature, humidity, and wind speed—into the MySQL database. The AR application also displayed a stable 3D interface panel over QR code markers, providing real-time data updates through an HTTP-based mechanism. This research demonstrates the successful integration of SCADA, Flask, MySQL, and Unity, enhancing both the functionality and commercial appeal of PT. XYZ’s weather station products. Future research should focus on field testing, cloud network integration, and device compatibility.

The digestive system is one of the most abstract and complex topics in high school biology because it involves physiological processes that occur inside the body and cannot be observed directly. This situation calls for the use of instructional media that can help students understand concepts in a more concrete, systematic, and engaging way. This study aims to analyze the effect of interactive multimedia on student learning outcomes regarding the digestive system and to identify the most effective type of multimedia. This study employs a meta-analysis method using secondary data from 20 relevant scientific articles published between 2021 and 2026. Data were collected through a literature review and systematic review, then analyzed using effect size calculations with Cohen’s and Hedges’ g formulas to determine the effectiveness level of each medium. The results indicate that the use of interactive multimedia generally has a positive effect on student learning outcomes, with most media falling into the high to very high effect size category. Interactive multimedia based on Articulate Storyline was the most effective medium with the highest effect size value of 2.730, followed by Augmented Reality-based E-Magazine at 2.634. These findings indicate that interactive multimedia is effective in facilitating the visualization of concepts and increasing student engagement.  

This study examines the effectiveness of Assemblr Augmented Reality (AR) in improving English vocabulary mastery among deaf students in an inclusive classroom setting. The research was conducted at SD N 2 Bengkala using a quantitative pre-experimental design with a one-group pre-test and post-test approach. The participants were Grade 5 deaf students selected through purposive sampling. Data were collected using a researcher-developed vocabulary test consisting of 15 items, which was validated through expert judgment and demonstrated high reliability (Cronbach’s Alpha = 0.815). Descriptive statistical analysis revealed a substantial improvement in students’ vocabulary scores, with the mean increasing from 45.00 in the pre-test to 76.50 in the post-test. The minimum score improved from 40 to 73, and the maximum score increased from 50 to 80. Inferential analysis using the Wilcoxon Signed-Rank Test showed a significance value of 0.180, indicating no statistical significance due to the small sample size. However, the observed improvement indicates strong practical significance. The findings suggest that Assemblr AR enhances vocabulary learning by providing visual and interactive learning experiences that support deaf students’ cognitive processing. This study highlights the potential of AR technology as an effective instructional medium in inclusive education environments.  

Christian Religious Education (PAK) learning is undergoing significant changes in the Digital 5.0 era with the utilization of technology as the main support. This study explores the challenges in Christian learning and explores technological solutions that can improve student engagement and material comprehension. Through the literature study, the main challenges identified include the limitations of traditional learning resources and the lack of attractiveness of the materials. Solutions are proposed by integrating E-Learning, Virtual Reality, Augmented Reality, and mobile applications in the curriculum. Teacher training and support from the community and church are key in implementing this approach. Continuous evaluation and problem solving are the focus to ensure success and sustainability. The results show that technology contributes significantly to creating an interactive and relevant learning environment, building a solid foundation for increased student engagement and understanding of Christian teachings. By stepping with technology, this article presents a foundation for enhancing Christian Religious Education learning amidst the dynamics of the digital world

This study aims to describe the concept of Immersive Commerce based on Augmented Reality (AR) in increasing consumer confidence in E-Commerce transactions and to design a conceptual prototype design framework for an AR E-Commerce system with a clear technical flow. The research method uses a literature study through a comprehensive review of AR-based E-Commerce implementations and needs analysis from the perspective of consumer problems and business opportunities. The main problem identified is consumer hesitation in purchasing products online due to limited visualization that relies solely on product photos, causing fears about differences in shape, size, and quality of goods. The research results produced a conceptual framework that includes an integrated system architecture with a frontend layer (AR visualization engine), backend layer (product database and 3D asset management), and integration layer, as well as a systematic user flow design from the discovery to the decision phase. Based on simulations using literature data, the designed framework has the potential to increase customer engagement by up to 169%, conversion rates by up to 11 times, and reduce product return rates by up to 50%. The benefits of this research include digital dimensions through E-Commerce technology innovation, social dimensions by increasing consumer trust and reducing product fraud, and environmental dimensions through the potential reduction of product returns. This conceptual prototype provides a foundation for digital innovation, social trust building, and environmental sustainability through reduced product returns.

This study aims to develop Smartboard Book teaching materials based on Augmented Reality that are valid, practical, and effective for improving students' learning outcomes in the IPAS (Science) subject for grade IV at SDIT Al-Farabi. This study uses the Research and Development (R&D) method with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. The subjects of this study were grade IV students at SDIT Al-Farabi. Data collection techniques were conducted through expert validation questionnaires, response questionnaires, and learning outcome tests. The results indicate that the Smartboard Book teaching material was declared very valid, with material and test instrument validation percentages of 88% and media validation of 95%. The teaching material was also declared practical based on teacher and student responses. Furthermore, this media proved to be effective in improving students' learning outcomes with an N-gain score of 0.86, which falls into the high category. Based on these findings, it is recommended that teachers utilize Smartboard Book teaching materials based on Augmented Reality as an alternative medium in learning activities to create a more interactive and engaging learning environment.

Penulisan ini bertujuan guna untuk mengkaji peran teknologi dalam penyusunan desain pembelajaran di kelas pada era digital. Menggunakan pendekatan kualitatif dengan metode studi pustaka. Hasil kajian menunjukkan bahwa teknologi pembelajaran telah berkembang menjadi sistem yang terintegrasi, mencakup perencanaan, pengembangan, implementasi, dan evaluasi pembelajaran secara sistematis. Pemanfaatan teknologi digital seperti Learning Management System, aplikasi desain kreatif, kecerdasan buatan, serta pula augmented reality terbukti mampu meningkatkan interaktivitas, fleksibilitas, dan keterlibatan peserta didik dalam proses belajar. Selain memberikan kemudahan akses dan efisiensi, teknologi juga mendukung pembelajaran berbasis kompetensi melalui pemantauan dan evaluasi yang lebih akurat. Kendati, integrasi teknologi dalam desain pembelajaran memerlukan kesiapan guru, dukungan institusi, serta infrastruktur yang memadai agar pelaksanaannya berjalan optimal. Maka demikian dengan perencanaan yang tepat dan pendekatan yang adaptif, teknologi dapat menjadi instrumen strategis dalam meningkatkan mutu dan efektivitas pembelajaran di kelas.  

This study aims to analyze the impact of immersive commerce and augmented reality (AR) on consumer trust in e-commerce transactions using secondary industry data from the BrandXR 2025 Research on Augmented Reality in Retail & E-Commerce. Quantitative data was analyzed descriptively to evaluate the adoption rate of immersive technologies (immersive commerce and AR) and their relationship with consumer trust perceptions. The results show that immersive commerce, characterized by interactive and realistic user experiences, has a positive impact on consumer trust. Similarly, AR which offers realistic product visualization, has a significant impact on strengthening consumer trust in purchasing decisions. Simultaneously, the integration of immersive commerce and AR enhance the digital shopping experience, which can reduce risk perception and increase trust in online transactions. These findings empirically contribute to the literature on digital consumer behavior and e-commerce strategies, and suggest that businesses adopt immersive technologies to increase consumer trust and engagement in the online commerce ecosystem.

Learning to read the Al-Qur'an at TPA Al-Amin Brahu Ponorogo still relies on conventional methods, which lead to low motivation and boredom among students. This study aims to design and develop interactive learning media based on Augmented Reality (AR) through the AR-Iqro' Jilid 5 application on the Android platform. The development method employed is the System Development Life Cycle (SDLC) using the Waterfall model, which encompasses the stages of planning, design, implementation, testing, and maintenance.The results of the study indicate that the application performs exceptionally well, with material validation reaching 96%, media design at 96%, and user testing at 97%. These findings prove that the AR-Iqro' Jilid 5 application is highly feasible for use due to its ease of navigation and intuitive visual interface. The implication of this research is the availability of an innovative alternative learning medium capable of increasing students' interest in learning the Al-Qur'an, with the potential for broader implementation in technology-based Islamic educational institutions.

Perkembangan teknologi digital membawa inovasi signifikan dalam dunia pendidikan, salah satunya melalui pemanfaatan Augmented Reality (AR) dan Virtual Reality (VR) untuk menciptakan pengalaman belajar yang interaktif dan imersif. Program Kemitraan Masyarakat (PKM) ini dilaksanakan di SMA Negeri 2 Kota Sorong dengan tujuan memperkenalkan serta melatih siswa dalam penggunaan aplikasi Assembler Studio untuk membuat media pembelajaran berbasis AR. Metode kegiatan mengadopsi pendekatan partisipatif melalui tahapan persiapan, sosialisasi, pelatihan, pendampingan intensif, dan evaluasi, sehingga siswa terlibat secara aktif dan mampu mengembangkan keterampilan digital secara mandiri. Hasil kegiatan menunjukkan bahwa siswa mampu membuat konten AR sederhana yang relevan dengan materi pelajaran, meningkatkan motivasi, keterlibatan, dan kreativitas belajar. Penerapan media AR terbukti efektif dalam memvisualisasikan konsep-konsep yang kompleks, memberikan pengalaman belajar yang menyenangkan, dan mendukung kompetensi abad ke-21. Kegiatan ini membuktikan bahwa teknologi digital dapat menjadi strategi inovatif untuk meningkatkan kualitas pembelajaran di sekolah menengah.

Creative technology is the result of the convergence between human creativity and digital innovation that significantly changes the way industries operate. This journal discusses the definition of creative technology, its important role in supporting the development of the digital economy, and the challenges that arise in the implementation process. The research methodology uses a literature study of the latest technological trends, such as artificial intelligence (AI), augmented reality/virtual reality (AR/VR), and digital design. The results of the study show that the integration between technology and creativity is a key factor in increasing competitiveness in the future. Creative technology not only functions as a means of production, but also as a medium of innovation that is able to create added value, expand business opportunities, and encourage digital transformation in various sectors. However, the challenges faced include limited human resources, digital infrastructure readiness, and ethical and regulatory issues. Therefore, creative technology development strategies need to be directed at increasing digital literacy, cross-sector collaboration, and policies that support sustainable innovation.

This study aims to develop a Student Worksheet (LKPD) on Chemical Bonding assisted by Augmented Reality (AR) based on deep learning and to examine its feasibility, practicality, and effectiveness in improving learning activities and higher-order thinking skills (HOTS) of high school students. The research employed a 4D development model (define, design, develop, and disseminate) using a pretest posttest control group design involving 11th grade students. Research instruments included expert validation sheets, learning activity questionnaires, and HOTS test instruments. Data were analyzed using descriptive and inferential statistical methods. The results indicated that the AR-based LKPD met very feasible and practical criteria based on expert judgment and student responses. Furthermore, there was a statistically significant difference between the experimental and control groups in learning activities and HOTS achievement (p = 0.005). The increase in HOTS scores in the experimental group was categorized as moderate, indicating meaningful learning gains. These findings demonstrate that the AR-assisted Chemical Bonding LKPD is effective as an innovative learning medium for supporting students’ understanding of abstract chemistry concepts and fostering higher-order thinking skills.

Electronics learning in higher education continues to face various challenges, particularly in the provision of interactive learning media capable of concretely and engagingly visualizing the form, characteristics, and working principles of electronic components. The limitations of conventional learning media often result in abstract learning processes, which in turn lead to a low level of student understanding of basic electronics concepts. This study aims to develop the AMPERE as an innovative and technologically relevant interactive learning medium. The research employed R&D approach using the Borg & Gall model, which includes the stages of needs analysis, design, product development, validity testing, and limited implementation. The AMPERE application was developed using marker based AR technology, in which a smartphone camera detects markers to display and interact with 3D electronic component objects in real time. The results indicate that the AMPERE application achieved a high level of validity, with a score of 0.88 from subject-matter experts and 0.84 from media experts, and was therefore deemed suitable for use as a learning medium. The small-group trial results showed a practicality level of 82.07%, while the practicality test during the implementation stage reached 85.67%. These findings demonstrate that AMPERE is effective in enhancing learning interactivity and assisting students in understanding the form, function, and working principles of electronic components through smartphone-based digital visualization. Theoretically, these results are consistent with constructivist learning theory, which emphasizes active knowledge construction through direct experience and interaction with learning objects.

The integration of Augmented Reality (AR) technology into higher education has emerged as a promising approach to enhance collaborative learning experiences. This study aims to design and evaluate an AR multimedia framework that facilitates real time interaction and spatial visualization, creating immersive and engaging learning environments for students. The AR framework was developed with a focus on improving student engagement, collaboration, and learning outcomes through interactive 3D models and real time feedback. By leveraging AR technology, the study sought to address common challenges in traditional learning environments, such as limited student interaction and engagement, and lack of real time feedback. The experimental evaluation involved two student groups: one using the AR-based system and the other using conventional multimedia tools. Findings revealed that students using the AR framework showed significant improvements in engagement, interaction frequency, and collaborative task performance. Additionally, the AR framework contributed to better learning outcomes, including enhanced comprehension, retention of complex concepts, and improved problem-solving skills. The study also highlighted the importance of incorporating a user-centered design approach in developing AR applications to ensure that the system meets the needs and preferences of learners. Qualitative feedback from students indicated that the AR system provided an enriched learning experience, although challenges such as interface navigation were noted. Overall, the study demonstrates the effectiveness of AR in fostering collaborative learning and offers practical insights for its integration into higher education curricula. Future research should explore the integration of AR with other immersive technologies to further enhance collaborative learning experiences.

Despite its cultural potential, Wetabar Village has not been supported by effective digital promotional media. Information access remains limited, and the lack of interactive promotional platforms has contributed to the low interest of tourists. Current promotional efforts rely heavily on conventional methods, resulting in decreased visitor numbers. The implementation of digital technologies such as Augmented Reality (AR) and Web-based 360° Virtual Reality Tours is considered an effective approach to increasing tourist engagement by offering immersive exploration experiences and interactive cultural content. This research aims to design and implement a web-based tourism promotion media that integrates local cultural content with AR and 360° virtual tour technologies. The development process follows the MDLC research method, utilizing the Lumi H5P platform and PHP for system implementation. The resulting system enables users to digitally explore Wetabar Village through panoramic views and interactive multimedia features. The findings show that the developed application runs smoothly on both Android devices and laptops and is capable of providing hotspot access to operate the virtual reality features. This innovation is expected to enhance tourist interest while supporting cultural preservation and promoting digital transformation within the tourism sector of West Sumba.

This Community Partnership Program (PKM) aims to improve the competence of mathematics teachers at Madrasah Tsanawiyah (MTs) in Lumajang Regency in developing ethnomathematics-based teaching materials integrated with Augmented Reality (AR) technology. This program was initiated due to the minimal use of local culture in mathematics learning and the low ability of teachers to develop innovative teaching materials. The activity was carried out in four main stages: socialization, training, technology application, and mentoring and evaluation. The training included an introduction to the concept of ethnomathematics, the preparation of differentiated teaching materials, and the creation of AR-based learning media using Unity 3D, Blender, Geogebra, and Vuforia. The results of the activity showed an increase in teachers' understanding of the concept of ethnomathematics and their ability to integrate the local cultural values of Lumajang into mathematics learning. In addition, teachers successfully produced contextual AR-based interactive teaching materials in line with the spirit of the Merdeka Curriculum. This activity also strengthened collaboration between lecturers, students, and teachers of the MTs Wilker III Mathematics MGMP and became a model for continuous training in the development of innovative learning media based on local wisdom and digital technology.

This study aims to analyze and synthesize research findings related to the integration of Buddhist values in the development of interactive learning media. The research employed a qualitative approach using a systematic literature review method on fifty selected articles published between 2018 and 2025. Data were collected through a structured process of identification, screening, and extraction from primary sources consisting of accredited national journals and reputable international journals. The data were analyzed using thematic and comparative synthesis techniques to identify patterns, effectiveness, and research gaps. The results show that interactive learning media based on Buddhist values can enhance students’ motivation, moral understanding, and engagement through the use of technologies such as gamification, educational animation, augmented reality, and mobile applications. The effectiveness of these media is strongly influenced by the alignment between Buddhist ethical principles, instructional design, and the cultural context of learning. Furthermore, the study reveals that the successful integration of spiritual values into digital media depends on educators’ readiness, digital literacy, and technological infrastructure support.