PENERAPAN AUGMENTED REALITY DALAM PEMBELAJARAN RUKUN ISLAM UNTUK ANAK: SEBUAH STUDI KASUS KUALITATIF

Abstract

This study is motivated by the limited research on the use of immersive technology, particularly Augmented Reality (AR), in Islamic religious education for early childhood in Indonesia. Despite its potential to modernize religious teaching methods—often still conventional and verbal—AR remains underutilized, making lessons less engaging for the digital generation. This research aims to explore how AR integration in learning the Pillars of Islam can enhance children's engagement, conceptual understanding, and development across cognitive, affective, and psychomotor domains. A qualitative approach with a case study design was conducted at an Integrated Islamic Kindergarten in Jakarta. The study involved 20 participants, including 15 children aged 5–6, 3 teachers, and 2 parents, selected through purposive sampling based on their openness to technological innovation. Data were collected through participatory observation, in-depth interviews, and document analysis, such as teacher notes and children's work. Thematic analysis was used to interpret the data. Findings indicate that AR significantly boosts children’s interest and active participation in understanding abstract concepts—such as the shahada, fasting, and the Hajj—through interactive 3D visualizations. These results align with constructivist theory, which emphasizes learning through active interaction with the environment. The study concludes that AR is not merely a visual aid, but a pedagogical tool capable of supporting holistic religious learning. It also recommends the development of contextually relevant AR content and the active role of educators as facilitators