Enhancing Physics Experience: VIRRE (Virtual Reality of Renewable Energy) to Increasing Concept Understanding and Learning Motivation in Secondary Education
DOI:
https://doi.org/10.21009/1.10201Keywords:
virtual reality, physics, concept understanding, learning motivation, renewable energyAbstract
This research aims to develop VR in renewable energy materials (VIRRE) to increase students’ concept understanding and learning motivation. This research used Research and Development (R&D) method through ADDIE development model. Validation was carried out to determine the feasibility of VIRRE, then implemented in secondary school students by using problem-based learning model throughout three meetings. Research data was collected through questionnaires and pretest-posttest during classroom learning. The results show that VIRRE has a validity percentage of 94.07% with very valid criteria. The effectiveness of VIRRE media in increasing students' concept understanding and learning motivation is included in medium criteria with n-gain scores of 0.52 and 0.33 respectively. Additionally, VIRRE usage in learning activities showed the most improved indicator of concept understanding and aspect of learning motivation, namely classifying and self-confidence respectively. Moreover, the result indicates that both concept understanding and learning motivation are related to each other, once students are motivated to learn the subject, they can achieve a great understanding of its concept. VIRRE received very good responses from students in aspects of learning activities, materials, and media use with average percentages of 82.22%, 82.7%, and 84.23% respectively. Thus, VR could be an alternative media learning to support educators in delivering physics materials, which are viewed as complicated concepts according to the students.
References
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Amri, A.Y., Osman, M.E. and Al Musawi, A.S. (2020). The Effectiveness of a 3D-Virtual Reality Learning Environment (3D-VRLE) on The Omani Eighth Grade Students’ Achievement and Motivation Towards Physics Learning. International Journal of Emerging Technologies in Learning,15(5), p.4. doi:https://doi.org/10.3991/ijet.v15i05.11890.
Anderson, L.W. and Krathwohl, D.R. (2001). A Taxonomy for Learning, Teaching and Assessing, A Revision of Bloom’s of Educational Objectives. New York: Addison Wesley Longman, Inc.
Bakri, F., Permana, A., Chaeranti, S. and Muliyati, D. (2020). Module Equipped with Augmented Reality Technology: An Easy Way to Understand Concepts and Phenomena of Quantum. In Proceedings of the 7th MSCEIS 2019. doi:http://dx.doi.org/10.4108/eai.12-10-2019.2296472.
Budi, A.S., Sumardani, D., Muliyati, D., Bakri, F., Chiu, P.-S., Mutoharoh, M. and Siahaan, M. (2021). Virtual Reality Technology in Physics Learning: Possibility, Trend, and Tools. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 7(1), pp.23–34. doi:https://doi.org/10.21009/1.07103.
Çalişkan, O. (2011). Virtual Field Trips in Education of Earth and Environmental Sciences. Procedia - Social and Behavioral Sciences, 15, pp.3239–3243. doi:https://doi.org/10.1016/j.sbspro.2011.04.278.
Citra, N.F. and Anggaryani, M. (2022). One Decade Trends of Virtual Reality Publication in Physics (2012-2021). Jurnal Pendidikan MIPA, 23(4), pp.1583–1597. doi:http://dx.doi.org/10.23960/jpmipa/v23i4.pp1583-1597.
Devianti, W. and Anggaryani, M. (2022). Virtual Museum of Tsunami Project for Increasing Awareness of Disaster Risk Potential in Physics Class. Berkala Ilmiah Pendidikan Fisika, 10(3), pp.271–285. doi:http://dx.doi.org/10.20527/bipf.v10i3.13380.
Farsi, G. Al, Mohd. Yusof, A. bin, Romli, A., Tawafak, R.M., Malik, S.I., Jabbar, J. and Rsuli, M.E. Bin. (2021). A Review of Virtual Reality Applications in an Educational Domain. International Journal of Interactive Mobile Technologies, 15(22), pp.99–110. doi:https://doi.org/10.3991/ijim.v15i22.25003.
Hake, R.R. (1999). Analyzing Change/Gain Scores. American Educational Research Association (Division D), pp.1–4.
Hamilton, D., McKechnie, J., Edgerton, E. and Wilson, C. (2021). Immersive Virtual Reality as A Pedagogical Tool in Education: A Systematic Literature Review of Quantitative Learning Outcomes and Experimental Design. Journal of Computers in Education, 8(1), pp.1–32. doi:https://doi.org/10.1089/cyber.2018.0150.
Huang, K.T., Ball, C., Francis, J., Ratan, R., Boumis, J. and Fordham, J. (2019). Augmented Versus Virtual Reality in Education: An Exploratory Study Examining Science Knowledge Retention when Using Augmented Reality/Virtual Reality Mobile Applications. Cyberpsychology, Behavior, and Social Networking, 22(2), pp.105–110. doi:https://doi.org/10.1089/cyber.2018.0150.
Kartikasari, A. and Anggaryani, M. (2022). Development of Virtual Reality Endogen Energy (VREE) Media for Physics Learning Mechanical Wave on Class X. Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, 10(3), pp.466–477. doi:https://doi.org/10.33394/j-ps.v10i3.5269.
Keller, J. and Thomas, W.K. (1987). An Application of the ARCS Model of Motivational Design’, in C.M. Reigeluth (ed.), Instructional Theories in Action: Lessons Illustrating Selected Theories and Models, 1st ed., New York: Routledge.
Kemendikbudristek. (2022). Keputusan Kepala Badan Standar, Kurikulum, dan Asesmen Pendidikan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 033/H/KR/2022.
Kumalasari, M. and Triyono, M.B. (2018). Pengembangan Virtual Physics World sebagai Media Pembelajaran Kesetimbangan Benda Tegar untuk Meningkatkan Keterampilan Penerapan Ikmu Fisika Sehari-Hari. Jurnal Inovasi Teknologi Pendidikan, 5(2), pp.165–179. doi:http://dx.doi.org/10.21831/jitp.v5i2.15757.
Lee, W.W. and Owens, D.L. (2004). Multimedia-Based Instructional Design: Computer-Based Training, Web-Based Training, Distance Broadcast Training. California: Pfeiffer.
Mihelj, M., Novak, V. and Beguš, S. (2014). Virtual Reality Technology and Applications vol. 68. Springer, New York.
Muliyati, D., Baiti, D., Bakri, F., and Permana, H. (2020). Physics Textbook Enriched Augmented Reality: Easy Way to Understand The Physical Concept. In Proceedings of the 7th MSCEIS 2019, [Online]. doi:http://dx.doi.org/10.4108/eai.12-10-2019.2296481.
Mulyatiningsih, E. (2012). Metode Penelitian Terapan Bidang Pendidikan. Bandung: Alfabeta.
Musyarrof, A.F., Nugroho, S.E. and Masturi, M. (2018). The Analysis of Students’ Critical Thinking Weakness in Senior High School on Physics Learning. Jurnal Pendidikan dan Kebudayaan, 3(1), pp.17–32. doi:https://doi.org/10.2991/iset-18.2018.8.
Riduwan. (2012). Skala Pengukuran Variabel-Variabel Penelitian. Bandung: Alfabeta.
Saputro, S.D. and Setyawan, A. (2020). The Effectiveness Use of Virtual Reality Media in Physics Education of Solar System Towards Cognitive Learning Outcomes. JPI (Jurnal Pendidikan Indonesia), 9(3), pp.389–400. doi:https://doi.org/10.23887/jpi-undiksha.v9i3.23105.
Stiawan, E., Basuki, R., Liliasari, L. and Rohman, I. (2022). Enhancement of Indonesian High School Student Conceptual Mastery on VSEPR Topic Using Virtual Simulation of Molecule Shapes: a Case Study of Quasi-Experimental Evidence. Jurnal Pendidikan IPA Indonesia, 11(4), pp.511–518. doi:https://doi.org/10.15294/jpii.v11i4.36385.
Sumardani, D., Putri, A., Saraswati, R.R., Muliyati, D. and Bakri, F. (2020). Virtual Reality Media: The Simulation of Relativity Theory on Smartphone. Formatif: Jurnal Ilmiah Pendidikan MIPA, 10(1), pp.13–24. doi:http://dx.doi.org/10.30998/formatif.v10i1.5063.
Wardani, H.K., Sujarwo, Rakhmawati, Y. and Cahyandaru, P. (2023). Analysis of the Impact of the Merdeka Curriculum Policy on Stakeholders At Primary School. Jurnal Ilmiah Peuradeun, 11(2), pp.513–530. doi:https://doi.org/10.26811/peuradeun.v11i2.801.
Widiyatmoko, A., Nugrahani, R., Yanitama, A. and Darmawan, M.S. (2023). The Effect of Virtual Reality Game-Based Learning To Enhance Stem Literacy in Energy Concepts. Jurnal Pendidikan IPA Indonesia, 12(4), pp.648–657. doi:https://doi.org/10.15294/jpii.v12i4.48265.
Zhao, X., Ren, Y. and Cheah, K.S.L. (2023). Leading Virtual Reality (VR) and Augmented Reality (AR) in Education: Bibliometric and Content Analysis From the Web of Science (2018–2022)’, SAGE Open, 13(3), pp.1–23. doi:https://doi.org/10.1177/21582440231190821.
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Published
2024-12-30
How to Cite
Anggaryani, M., & Citra, N. F. (2024). Enhancing Physics Experience: VIRRE (Virtual Reality of Renewable Energy) to Increasing Concept Understanding and Learning Motivation in Secondary Education. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 10(2), 201–218. https://doi.org/10.21009/1.10201
