Keywords
virtual lab
senior high school
virtual reality
numeracy literacy
How to Cite
Abstract
The purpose of this research is to produce a virtual reality-based high school mathematics virtual lab product with a constructivistic approach in an effort to improve the literacy and numeracy of high school students. The research method uses R&D by adopting the ADDIE model, namely Analysis (Analyze), Design (Design), Development (Development), Implementation (Implementation), and Evaluation (Evaluate). Researchers only conducted basic research so that the research stages only reached development. Data collection techniques used tests, questionnaires, structured interviews, and documentation. Data analysis used questionnaire analysis of student and teacher responses, feasibility analysis by experts, reduction of structured interview results and triangulation techniques. Test data was analysed using descriptive statistics. The results of this study are the production of virtual high school mathematics lab products as much as 10 materials that are attractively packaged based on virtual reality that have been validated by material experts and media experts with an average score of material experts = 89.70 and media experts = 90.38, meaning that this virtual mathematics lab product is very feasible to use in learning high school mathematics.
References
Buchori, A., & Pramasdyahsari, A. S. (2020). Implementation of Virtual Laboratory Media to Learning Geometry in Mathematics Education Program of Universitas PGRI Semarang. International Journal of Research in Education, 1(1), 41–50. https://doi.org/10.26877/ijre.v1i1.6675
Cahyanovianty, A. D., & Wahidin. (2021). Analisis Kemampan Numerasi Peserta Didik Kelas VIII dalam Menyelesaikan Soal Asesmen Kompetensi Minimum. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(2), 1439–1448. https://doi.org/https://doi.org/10.31004/cendekia.v5i2.651
Donnelly, R., & Patrinos, H. A. (2022). Learning loss during Covid-19: An early systematic review. Prospects, 51(4), 601–609. https://doi.org/10.1007/s11125-021-09582-6
Gersten, R., Jordan, N., & Flojo, J. (2005). Early Identification and Interventions for Students With Mathematics Difficulties. Journal of Learning Disabilities, 38, 293–304. https://doi.org/10.1177/00222194050380040301
Grotlüschen, A., Desjardins, R., & Liu, H. (2020). Literacy and numeracy: Global and comparative perspectives. International Review of Education, 66(2–3), 127–137. https://doi.org/10.1007/s11159-020-09854-x
Igai, W. K. A., & Yunus, M. Md. (2022). A Systematic Review of Perception of E-Learning Users in Formal Education during COVID-19 Pandemic. Creative Education, 13(06), 1981–1998. https://doi.org/10.4236/ce.2022.136123
Kemendikbud. (2021). Panduan Penguatan Literasi & Numerisasi Di Sekolah. https://repositori.kemdikbud.go.id/22599/1/Panduan_Penguatan_Literasi_dan_Numerasi_di_Sekolah_bf1426239f.pdf
Kemendikbudristek. (2023a). Buku Saku Benahi Literasi Melalui Lingkungan Belajar.
Kemendikbudristek. (2023b). Literasi Membaca, Peringkat Indonesia di PISA 2022. Laporan Pisa Kemendikbudristek, 1–25.
Maghfuroh, M. A., Rochmad, R., & Dwijanto, D. (2022). Students’ Mathematical Creative Thinking Skills based on Cognitive Style in Treffinger Learning with a Constructivism Approach. Unnes Journal of Mathematics Education, 11(2), 209–214. https://journal.unnes.ac.id/sju/ujmer/article/view/56614/25598
Miranda, Y. O., & Mustika, D. (2023). Implementasi Pembelajaran Abad 21 Pada Kelas II di SD Negeri 42 Pekanbaru. Didaktik: Jurnal Ilmiah PGSD FKIP Universitas Mandiri, 9(5), 3158–3172.
Putri Purwaningrum, J., Nur Ahyani, L., & Prasetyo Utomo, A. (2022). the Need for a Digital Module To Improve the Numerical Literacy of Dyscalculia Students. Kalamatika: Jurnal Pendidikan Matematika, 7(1), 99–110. https://doi.org/10.22236/KALAMATIKA.vol7no1.2022pp99-110
Rayanto, Y. H., & Sugiyanti. (n.d.). Penelitian Pengembangan Model ADDIE dan R2D2: Teori & Praktek. Lembaga Academic & Research Institute. https://books.google.co.id/books?id=pJHcDwAAQBAJ
Salminen, J., Khanolainen, D., Koponen, T., Torppa, M., & Lerkkanen, M. K. (2021). Development of Numeracy and Literacy Skills in Early Childhood—A Longitudinal Study on the Roles of Home Environment and Familial Risk for Reading and Math Difficulties. Frontiers in Education, 6(October). https://doi.org/10.3389/feduc.2021.725337
Sugihatno, A. C. M. S., Budiyono, & Slamet, I. (2017). Realistic Matematic Approach through Numbered Head Together Learning Model. Journal of Physics: Conference Series, 895(1). https://doi.org/10.1088/1742-6596/895/1/012026
Umbara, U. (2017). Implikasi Teori Belajar Konstruktivisme dalam Pembelajaran Matematika. 3(1), 31–38.
Yonghui Wang, by, Cui, S., & Yang, Y. (2009). Virtual Reality Mathematic Learning Module for Engineering Students. The Technology Interface Journal/Fall, 10(1), 1523–9926. http://technologyinterface.nmsu.edu/Fall09/
Yoo, D., & Kweon, I. S. (2019). Loss_for_Active_Learning_CVPR_2019. Cvpr, 93–102.