Pemanfaatan Virtual Reality untuk Meningkatkan Penguasaan Konsep Rantai Makanan pada Siswa SMP
DOI:
https://doi.org/10.18592/ak.v5i2.18109Keywords:
Penguasaan Konsep, Rantai Makanan, Virtual RealityAbstract
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Natural Sciences (IPA) is an empirical discipline that studies natural phenomena; however, many of the concepts within it are abstract, making them challenging for students to understand. This necessitates the implementation of innovative learning strategies that can facilitate a more concrete bridging of conceptual understanding. One potential solution involves incorporating Virtual Reality (VR) technology into the scientific learning process. The objective of this study is: (1) to analyze the change of students' conceptual understandings before and after the use of immersive VR, and (2) to identify the food chain concepts students comprehend during learning with VR. The present study employed an exploratory, multi-case study approach, involving a total of 15 junior high school students. The data were collected through a pre-test, semi-structured interviews, and a post-test. The analysis was conducted qualitatively by comparing changes in students' mastery of five concepts: biotic-abiotic components (A), trophic level interactions (B), the role of components in energy flow (C), the influence of food chain interactions on ecosystems (D), and the role of decomposers (E). The findings of the study suggest two primary conclusions. Firstly, there is a notable enhancement in students' comprehension of the food chain concept following the implementation of VR-based learning. Secondly, the utilization of VR media in educational settings provides a substantial enhancement in students' understanding, particularly in the context of abstract concepts related to food chains. These findings suggest that VR can serve as an effective medium for science education, with the potential to enhance conceptual understanding, mitigate misconceptions, and enrich students' learning experiences.
ABSTRAK
Ilmu Pengetahuan Alam (IPA) mempelajari fenomena alam secara faktual, namun banyak konsep yang bersifat abstrak sehingga sulit dipahami oleh siswa. Hal ini memerlukan strategi pembelajaran inovatif yang mampu menjembatani pemahaman konseptual secara lebih konkret. Salah satu alternatif adalah mengintegrasikan teknologi Virtual Reality (VR) dalam pembelajaran IPA. Penelitian ini bertujuan (1) untuk menganalisis perubahan penguasaan konsep siswa sebelum dan sesudah pembelajaran dengan VR, dan (2) mengidentifikasi konsep apa saja yang muncul ketika siswa belajar menggunakan VR tentang rantai makanan. Penelitian menggunakan pendekatan exploratory multi-case study dengan melibatkan 15 siswa SMP. Data dikumpulkan melalui wawancara semi-terstruktur dengan tahapan berikut: tes pengetahuan awal, penggunaan VR, dan tes pengetahuan akhir; tes awal dan akhir dilakukan secara lisan dan siswa menjawab secara verbal. Analisis dilakukan secara kualitatif dengan membandingkan perubahan penguasaan siswa pada lima konsep, yaitu komponen biotik-abiotik (A), interaksi tingkat trofik (B), peran komponen dalam aliran energi (C), pengaruh interaksi rantai makanan terhadap ekosistem (D), dan peran pengurai (E). Hasil penelitian menunjukkan bahwa 1) terdapat peningkatan secara kualitatif penguasaan konsep rantai makanan siswa setelah pembelajaran berbasis VR dan 2) beberapa konsep rantai makanan dapat siswa pelajarai ketika menggunakan VR, khususnya pada konsep-konsep rantai makanan yang abstrak. Temuan ini mengindikasikan bahwa VR dapat digunakan sebagai alternatif media pembelajaran IPA yang dapat mengembangkan pemahaman konsep siswa tentang rantai makanan.
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