Design of a Virtual Laboratory Based on Virtual Reality for Learning Resources in Early Childhood Learning


The COVID-19 pandemic has had a significant impact on the world of education and universities, including the Open University’s Early Childhood Education study program. Because the number of students taking this course is very large at all levels, at the beginning of the pandemic, there were problems in the online learning media courses and kindergarten learning resources. It was recognized that there was a need to create a forum in the Early Childhood Education study program, namely a virtual learning laboratory program for the pandemic and post-pandemic period. It was identified that this program should use virtual reality, so that students can surf the lab in cyberspace as if they were there, with media and learning resources that are adapted to the culture of the Indonesian people and others, so that students are more independent in their learning. The ADDIE R&D model was used in this study (analysis, design, develop, implementation and evaluation). The needs were first analyzed and then the virtual reality lab product was developed, which included media for kindergarten courses and other learning resources, especially about educational game tools. This was validated by learning material experts and learning media experts with scores of 91 and 94, respectively.

Keywords: design, virtual laboratory, virtual reality, independent learning

[1] A.K. Triatmaja and M. Khairudin, “Study on Skill Improvement of Digital Electronics Using Virtual Laboratory With Mobile Virtual Reality.,” Journal of Physics: Conference Series. vol. 1140, no. 1, pp. 1–10, 2018

[2] Zhang M, Zhang Z, Chang Y, Aziz ES, Esche S, Chassapis C. Recent developments in game-based virtual reality educational laboratories using the Microsoft Kinect. International Journal of Emerging Technologies in Learning (iJET). 2018;13(1):138-159.

[3] G.T. Angga Kusuma, I.M.A. Wirawan, and I.K.R. Arthana, “Virtual Reality for Learning Fish Types in Kindergarten.,” International Journal of Interactive Mobile Technologies (iJIM). vol. 12, no. 8, pp. 41–50, 2018

[4] Buchori A, Setyosari P, Dasna IW, Ulfa S. Mobile augmented reality media design with waterfall model for learning geometry in college. International Journal of Applied Engineering Research. 2017;12(13):3773-3780.

[5] Buchori A, Setyosari P, Dasna IW, Ulfa S, Degeng IN, Sa’dijah C. Effectiveness of direct instruction learning strategy assisted by mobile augmented reality and achievement motivation on students cognitive learning results. Asian Social Science. 2017;13(9):137-144.

[6] E. Kurniasih, L.R. Masduki, and Y. Haryati, “Design of Game Education Basic VAR to Learning Animal Material.,” In: Proceedings of the 2nd International Conference on Education and Social Science Research. pp. 222–226. Atlantis Press, Paris (2020).

[7] Rijal S, Bachtiar S. Hubungan antara sikap, kemandirian belajar, dan gaya belajar dengan hasil belajar kognitif siswa. Jurnal Bioedukatika. 2015;3(2):15-20.

[8] E. Susanty, J. Nurkamto, and S. Suharno, “Pengaruh Pembelajaran Cooperatif Tipe Make A Match dan Pembelajaran Konvensional Terhadap Hasil Belajar PKn Ditinjau dari Kemandirian Belajar Siswa pada MTsN di Kabupaten Kudus.,” Jurnal Teknologi Pendidikan dan Pembelajaran. vol. 2, no. 2, pp. 257–272, 2014

[9] Setyawati Y. Hubungan kemandirian dan keaktifan belajar dengan hasil belajar PKN. Joyful Learning Journal. 2017;6(4):255-262.

[10] Triyono T, Sunarto S, Lestari W. Development of tolerance attitude assessment instruments on learning PPKn based android. Journal of Research and Educational Research Evaluation. 2019;8(1):65-72.

[11] Sugiyono., Metode penelitian pendidikan : (pendekatan kuantitatif, kualitatif dan R & D). Alfabeta, 2008.

[12] Setyosari HP. Metode penelitian pendidikan & pengembangan. Prenada Media, Jakarta; 2016.

[13] A. Nugroho, “Efektifitas Laboratorium Virtual Dalam Pembelajaran Praktikum Analisis Farmasi Pada Mahasiswa Farmasi Saat Pandemic Covid-19.,” Refleksi Pembelajaran Inovatif. vol. 3, no. 1, pp. 317–324, 2021

[14] Ismail I, Permanasari A, Setiawan W. Efektivitas virtual lab berbasis STEM dalam meningkatkan literasi sains siswa dengan perbedaan gender. Jurnal Inovasi Pendidikan IPA. 2016;2(2):190-201.

[15] Coyne L, Takemoto JK, Parmentier BL, Merritt T, Sharpton RA. Exploring virtual reality as a platform for distance team-based learning. Currents in Pharmacy Teaching and Learning. 2018;10(10):1384-1390.

[16] E. Nersesian, A. Spryszynski, and M.J. Lee, “Integration of Virtual Reality in Secondary STEM Education.,” In: 2019 IEEE Integrated STEM Education Conference (ISEC). pp. 83–90. IEEE, New York (2019).

[17] Sulistyowati S, Rachman A. Pemanfaatan teknologi 3D virtual reality pada pembelajaran matematika tingkat Sekolah Dasar. Network Engineering Research Operation. 2017;3(1):37-44.