Peningkatan Kompetensi TPACK Guru Kimia melalui Pelatihan Virtual Reality Terintegrasi Artificial Intelligence: Analisis Kuantitatif dan Kualitatif

Abstract

The rapid advancement of Virtual Reality (VR) and Artificial Intelligence (AI) has opened new opportunities for chemistry education, yet teachers' competence in integrating these two technologies remains limited. This study aimed to evaluate the effectiveness of VR-AI training in enhancing chemistry teachers' Technological Pedagogical Content Knowledge (TPACK) competence. A one-group pretest–posttest design was employed, involving 24 senior high school (SMA/MA) chemistry teachers. Quantitative data were collected using a 15-item TPACK instrument and analyzed through paired sample t-tests, Wilcoxon signed-rank tests, normalized gain (N-Gain), and Cohen's d, while qualitative data were analyzed thematically. The results revealed a statistically significant increase in mean scores from 64.00 to 89.79 (p < 0.001), with an N-Gain of 0.74 (high category) and Cohen's d = 3.75 (very large effect size). Aspect-wise analysis indicated that Technological Knowledge, Pedagogical Knowledge, and TPACK fell within the high-gain category, whereas Content Knowledge and Implementation and Sustainability were in the moderate category. Qualitative findings confirmed that the training improved teachers' ability to operate VR-AI tools, visualize abstract chemical concepts, and integrate technology into instruction, although implementation continued to face constraints related to school infrastructure. Overall, these findings demonstrate that VR-AI training effectively strengthens chemistry teachers' TPACK competence and supports the transformation of chemistry education through immersive technology-based learning.