Analysis of Hydrosphere Learning in 10th Grade High School: A Comparison of Conventional Methods and Digital Approaches (Virtual Reality)
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Abstract
Penelitian ini membandingkan efektivitas pembelajaran hidrosfer dengan metode konvensional
dan pendekatan digital menggunakan virtual reality (VR). Penelitian ini mengevaluasi dampak
kedua metode tersebut terhadap pemahaman konseptual siswa, motivasi belajar, dan retensi
pengetahuan. Hasil penelitian menunjukkan bahwa penggunaan VR untuk pembelajaran
hidrosfer secara signifikan meningkatkan pemahaman dan motivasi siswa dibandingkan
dengan metode konvensional.
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How to Cite
Hidayat, S., Berutu, N., & Delita, F. (2024). Analysis of Hydrosphere Learning in 10th Grade High School: A Comparison of Conventional Methods and Digital Approaches (Virtual Reality). Instal : Jurnal Komputer, 16(03), 361–372. https://doi.org/10.54209/jurnalinstall.v16i03.243
References
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[2] Doe, J. (2022). Enhancing student learning with 3D visualization and simulation through virtual reality. Journal of Educational Technology, 34(2), 89-105.
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[4] Hu, X., Yao, L., & Yang, Z. (2021). The impact of virtual reality on practical skills for students in science and engineering education: a meta-analysis. International Journal of STEM Education, 8, 45.
[5] Jensen, L., & Konradsen, F. (2019). A review of the use of virtual reality head-mounted displays in education and training. Education and Information Technologies, 24(1), 151-158.
[6] Lin, 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, 1-20.
[7] Lorusso, M., Magnani, L., & Dini, A. (2020). Educational potential of virtual reality: Teaching complex processes via spatial and experiential learning. Interactive Learning Environments, 28(8), 1006-1024.
[8] Maine Department of Education. (2024, February 9). Virtual Reality Transforms Learning at Cony Middle and High School #TeachWithTech. Maine DOE Newsroom.
[9] Makransky, G., & Petersen, G. B. (2021). The Cognitive Affective Model of Immersive Learning (CAMIL): A theoretical research-based model of learning in immersive virtual reality. Educational Psychology Review, 33(3), 937-958.
[10] Meyer, A. N., Tonetti, D. A., & Schuster, C. P. (2019). Pre-training in virtual reality: Implications for surgical education. Journal of Surgical Education, 76(4), 985-993.
[11] Montagud, M., Peinado, M., & Cuenca, R. (2022). Enhancing hydrosphere education with virtual reality: Strategies and outcomes. Journal of Educational Computing Research, 60(1), 24-45.
[12] Omori, O., & Pacheco, D. (2023). The application of virtual reality in medical education: A systematic review. Medical Teacher, 45(1), 72-80.
[13] Pottle, J. (2019). Virtual reality and the transformation of medical education. Future Healthcare Journal, 6(3), 181-185.
[14] Slavova, M., & Mu, E. (2018). A comparative study of traditional and VR-based learning approaches in education. Educational Technology Research and Development, 66(4), 1231-1249.
[15] Smith, A. (2021). Collaborative learning in virtual environments: The impact of virtual reality on student engagement. Journal of Virtual Learning, 12(3), 157-172.
[2] Doe, J. (2022). Enhancing student learning with 3D visualization and simulation through virtual reality. Journal of Educational Technology, 34(2), 89-105.
[3] Elmqaddem, N. (2019). Augmented reality and virtual reality in education: Myth or reality? International Journal of Emerging Technologies in Learning, 14(3), 234-242.
[4] Hu, X., Yao, L., & Yang, Z. (2021). The impact of virtual reality on practical skills for students in science and engineering education: a meta-analysis. International Journal of STEM Education, 8, 45.
[5] Jensen, L., & Konradsen, F. (2019). A review of the use of virtual reality head-mounted displays in education and training. Education and Information Technologies, 24(1), 151-158.
[6] Lin, 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, 1-20.
[7] Lorusso, M., Magnani, L., & Dini, A. (2020). Educational potential of virtual reality: Teaching complex processes via spatial and experiential learning. Interactive Learning Environments, 28(8), 1006-1024.
[8] Maine Department of Education. (2024, February 9). Virtual Reality Transforms Learning at Cony Middle and High School #TeachWithTech. Maine DOE Newsroom.
[9] Makransky, G., & Petersen, G. B. (2021). The Cognitive Affective Model of Immersive Learning (CAMIL): A theoretical research-based model of learning in immersive virtual reality. Educational Psychology Review, 33(3), 937-958.
[10] Meyer, A. N., Tonetti, D. A., & Schuster, C. P. (2019). Pre-training in virtual reality: Implications for surgical education. Journal of Surgical Education, 76(4), 985-993.
[11] Montagud, M., Peinado, M., & Cuenca, R. (2022). Enhancing hydrosphere education with virtual reality: Strategies and outcomes. Journal of Educational Computing Research, 60(1), 24-45.
[12] Omori, O., & Pacheco, D. (2023). The application of virtual reality in medical education: A systematic review. Medical Teacher, 45(1), 72-80.
[13] Pottle, J. (2019). Virtual reality and the transformation of medical education. Future Healthcare Journal, 6(3), 181-185.
[14] Slavova, M., & Mu, E. (2018). A comparative study of traditional and VR-based learning approaches in education. Educational Technology Research and Development, 66(4), 1231-1249.
[15] Smith, A. (2021). Collaborative learning in virtual environments: The impact of virtual reality on student engagement. Journal of Virtual Learning, 12(3), 157-172.
Copyright and Licensing
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