Bibliometric Analysis: The Role of Augmented Reality in Transforming Science Learning to Improve Students' Critical Thinking Skills

Abstract

Augmented Reality is used in learning because it is interactive and can visualize real material in the form of displays. Augmented Reality is one of the technologies that helps students develop critical thinking skills. Critical thinking skills are important to develop in students, especially in science learning because it is one of the 21st-century skills that students must have to face challenges in real life. The study aims to identify scientific publications related to Augmented Reality (AR), critical thinking skills, and science learning. The research method is a literature study through bibliometric analysis using the Publish or Perish application, Microsoft Excel, and VOS Viewer. The research subjects are scientific articles published in journals indexed by Scopus, Crossref, and Google Scholar. The results of the scientific journal search were then mapped and percentaged to determine research trends. The percentage results were then analyzed descriptively qualitatively. The results show that scientific publications with keywords Augmented Reality, critical thinking skills, and science learning have a tendency to increase; 2) The highest percentages were in 2021, 2023, and 2024, namely 12%, 12.7%, and 17.2%, and the lowest were in 2016, 2017, and 2018, namely 3.5%, 5.8%, and 5.8%; 3) The increase in research trends was less than 50%. The increase in trends contributes to more in-depth research on Augmented Reality in developing critical thinking skills in science learning.