Developing a Virtual Nature Laboratory of Faculty Social Science (LAV-FIS) to Assists Field-Based Learning during Pandemic: A Need Analysis Review

Kurniawan, Bayu; Shrestha, Rajendra P.; Astina, I Komang; Hadi, Nur; Irawan, Listyo Yudha; Kurniawati, Elya; Wiradimadja, Agung

doi:10.3991/ijim.v16i07.28481

Cited by 5 publications

(6 citation statements)

References 63 publications

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“…In general, the virtualization of historical sites certainly leads to virtual tours, which are the features offered. This is inseparable from the 360 panorama feature which gives real reality to the captured object [48]- [50]. In the future, of course, the virtualization of historical sites will be more sophisticated by offering features that provide a meaningful experience.…”

Section: Discussionmentioning

confidence: 99%

Si-VirPraJa: Using an Immersive Technology to Learn Prehistoric Sites in Indonesia

Kurniawan,

Shrestha,

Lazim

et al. 2023

Int. J. Interact. Mob. Technol.

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Nowadays, studying prehistoric sites in Indonesia has become convenient because of the touch of technology. We no longer need to spend money, time, and energy to visiting the sites in person. Virtual Reality (VR) is the commonly used immersive technology for virtualizing prehistoric sites. Cutting-edge research is utilizing Virtual Reality (VR) technology to construct virtual environments of prehistoric sites, allowing people to learn and enjoy them with flexibility. However, in the context of learning, its use is still quite limited due to general features. Therefore, it is necessary to develop applications with more complete and interactive learning features. The aim of this study is to develop a web-based Si-VirPraJa (Prehistoric Virtual Site) application. We employed research and development (R&D) to achieve the objectives of the research. Furthermore, we used the ADDIE development model, which includes analysis, design, development, implementation, and evaluation. We initiated the research by conducting a needs analysis study of the Si-VirPraJa App as expected by students and teachers. The needs analysis results formed the foundation for designing the application’s initial stage. Learning media experts tested it and provided assessments, suggestions, and comments. The Si-VirPraJa app, refined based on assessment results, suggestions, and comments from media experts, is implemented in a trial class to gather feedback from students and teachers. The findings suggested that students need a virtual tour-based application to study prehistoric sites in Indonesia. This necessary application must also include multiple features that facilitate learning. The findings from validation tests conducted by experts and trials class that the Si-VirPraJa application is viable for use as a learning media. The impact of using this application for learning is evident in students’ enhanced self-learning ability, improved comprehension of the material, and the generation of engaging and meaningful learning experiences.

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Section: Discussionmentioning

confidence: 99%

Si-VirPraJa: Using an Immersive Technology to Learn Prehistoric Sites in Indonesia

Kurniawan,

Shrestha,

Lazim

et al. 2023

Int. J. Interact. Mob. Technol.

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“…The development of a virtual learning environment for geography is based on nature. In this study, the environment focuses on the lithosphere in virtual fieldwork sites, which can be engaging and interactive [19], and not just a virtual laboratory [6], [20]. The virtual environment or field must be specially developed, with visualizations related to the lithospheric landscape to enable data collection during fieldwork.…”

Section: Issn: 2252-8822mentioning

confidence: 99%

Geographic-inquiry on virtual environment mobile application to support fieldwork based on blended learning

Oktavianto,

Utaya,

Sumarmi

et al. 2024

IJERE

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<span lang="EN-US">Implementing geography learning using the blended learning model is challenging for most geography teachers because this subject is ‘hands-on’ and needs to be learned directly in a real environment using fieldwork. This study aimed to test the pedagogical effectiveness of the geographic-inquiry on virtual environment (GIVE) application in supporting fieldwork based on blended learning to improve students’ geographical thinking. This study used a quasi-experimental method involving 216 high school students from three schools. The paired sample t-test (Sig. 2-tailed 0.000) shows that GIVE has a pedagogical influence on students’ geographical thinking. GIVE also offers a big effect size (Cohen’s d=1.37). The technology and the right smartphone application can help develop a virtual environment close to a real one, so fieldwork and hands-on learning activities can be carried out in blended learning; this helps to increase the quality of geography learning.</span>

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“…Considering that the main purpose of developing a virtual laboratory is that students should feel like they are working in a real laboratory, more attention is paid to software engineering. Students required learning media with advanced features that are similar to the real world for supporting online based learning [7].…”

Section: Quality Of Amazing Sciencementioning

confidence: 99%

“…One of the effective keys to enhance learning outcome is to make the dynamic and proactive learning and teaching environment by utilizing technology in the class [6]. Hence, various learning technology innovations are carried out to virtualize the learning environment [7]. Utilization of learning tools that supported the digital era ultimately can improve students' achievement [8], students' overall learning [9], students' motivation [10], and students' self-regulated learning [11].…”

Section: Introductionmentioning

confidence: 99%

Virtual Laboratory-Based Game Application: The Quality and Its Effects Towards Students’ Motivation and Self-Regulated Learning

Suyanta¹,

Wiludjeng²,

Jumadi³

et al. 2022

Int. J. Interact. Mob. Technol.

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Considering that students have a lot of experiences using mobile applications in their daily life, teacher should engage mobile application as learning media, thus the student are more motivated to learn independently. As a consequence, the teachers should implement existing mobile learning in the learning process and it is even better if they can develop it themselves. Besides, developing mobile learning is being heavy burden for a teacher as they still lack of skills to design and to develop mobile learning. Therefore, we aimed to explore the quality of Amazing Science application as mobile learning incorporated with a virtual laboratory based game application and to investigate its effect on students’ motivation and self-regulated learning. This research involved 5 sciences teachers and 50 students from five secondary schools in Yogyakarta, Indonesia. The research data were collected through online questionnaires consisting of three instruments, namely; viz product quality questionnaire for product validation, motivation questionnaires and self-regulated questionnaires for product implementation. Product validation data are quality data in the form of categories, so they are converted to data score using the Likert scale. Meanwhile, implementation data consisting of motivation and self-regulated learning data were analyzed with a sample paired t-test to discover the effect of product implementation towards motivation and self-regulated learning. The result revealed that Amazing Science application has a good quality according to the reviewers and students through a preliminary test and limited trial. Moreover, there are significant differences in both students’ motivation and self-regulated learning before and after the implementation of Amazing Science. However, there is no significant correlation between students’ motivation and self-regulated learning. From the findings, it can suggest that Amazing Science should be implemented by combining with the cooperative learning model, so others' skills can be improved. Besides, it can rebuild on another learning material or subject

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Developing a Virtual Nature Laboratory of Faculty Social Science (LAV-FIS) to Assists Field-Based Learning during Pandemic: A Need Analysis Review

Cited by 5 publications

References 63 publications

Si-VirPraJa: Using an Immersive Technology to Learn Prehistoric Sites in Indonesia

Si-VirPraJa: Using an Immersive Technology to Learn Prehistoric Sites in Indonesia

Geographic-inquiry on virtual environment mobile application to support fieldwork based on blended learning

Virtual Laboratory-Based Game Application: The Quality and Its Effects Towards Students’ Motivation and Self-Regulated Learning

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