JRSSEM 2022, Vol. 02, No. 4, 504 – 510
E-ISSN: 2807 - 6311, P-ISSN: 2807 - 6494
10.36418/jrssem.v2i04.303 https://jrssem.publikasiindonesia.id/index.php/jrssem/index
VIRTUAL REALITY EDUCATION IN ERA 5.0
Hendrik Legi
1
Yoel Giban
2
Prima Hermanugerah
3
1
Sekolah Tinggi Agama Kristen Diaspora Wamena Papua, Indonesia
2
Sekolah Tinggi Agama Kristen Diaspora Wamena Papua, Indonesia
3
Sekolah Tinggi Agama Kristen Diaspora Wamena Papua, Indonesia
*
e-mail: hendriklegi83@gmail.com
1
nukarekygmandiri@gmail.com
2
primahermanugerah@gmail.com
3
*Correspondence: hendriklegi83@gmail.com
1
Submitted
: 09
th
November 2022
Revised
: 17
th
November 2022
Accepted
: 23
th
November 2022
Abstract: Advances in technology and information that are increasingly fast must be accompanied
by the current quality of education so that they are able to answer the challenges of the times and
are also ready to compete in the international realm. Because in fact, rapid technological progress
is not enough to build progress in a country without being accompanied by the quality of its human
resources so that poverty and various other social problems are resolved. Therefore, researchers
want to find out more about virtual reality education models in the 5.0 era. The purpose of this
study is to determine the application of virtual reality models in the world of education as a form
of adaptation from the 5.0 era. The research method used is descriptive qualitative with data
collection techniques through observation, interviews and documentation to 40 respondents at
school X. The data obtained will be analyzed in depth, so that it is known that the results of the
study show that the virtual reality model can improve students' understanding in learning with
students' KKM scores. which was previously achieved by 25% of students to 90% of students who
completed the KKM. In addition, learning is also more fun and has a superior human sense and
focuses on the quality of human resources which is considered through the quality of the graduates
of school X.
Keywords: virtual reality model, education and era 5.0.
505 | Virtual Reality Education In Era 5.0
INTROIDUCTION
Rapid technological progress (Ngafifi,
2014) has pushed society into the 4.0 era
where technology dominates the world and
this period is called the industrial revolution
(Prasetyo & Trisyanti, 2018) (Purba et al.,
2021). This can be seen from the number of
information technologies that have begun
to help humans (Rohida, 2018) (Harum,
2021) in various activities of daily life.
Nevertheless, technological advances
that are not accompanied by qualified
human resources are feared to be of little
use (Dwiyama, 2021) which means and
actually causes various disputes and
misgivings between countries. Therefore,
the quality of human resources where
humans become more loving and civilized
must be encouraged in the midst of
globalization.
This opinion was pioneered by Japan,
which is referred to as society 5.0 (Nastiti &
Ni’mal‘Abdu, 2020). Where in this era
humans are made aware of themselves as
social beings (Mardani & Wirawan, 2018)
(Darmalaksana & Ratnasih, 2022) which of
course need each other from one another
through social interaction is expected to be
able to fix the poor quality of human
resources. so that prosperity becomes a
reality, not just dreams and fantasies.
In order to answer the challenges of
the times, the education sector as the front
line in realizing a quality generation of the
nation (Hartanto, 2015) which is one of
them in the 5.0 era (Sabri, 2019), it is
necessary to make improvements in
learning so that students become more
enthusiastic and be able to understand and
apply the knowledge they have.
Based on observations at school X, it is
known that the majority of learning,
especially social studies still uses
conventional methods so that students are
seen who are sleepy, bored, playing alone,
and telling stories with their friends. Finally,
learning outcomes are not optimal and
there are still many students who score
below the KKM. If this continues, it is feared
that it will affect the quality of the nation's
generation as a human being who will live
in era 5.0 where this era prioritizes human
quality so that they have creativity and the
ability to lift themselves from the poverty
line (Suprayitno, 2021).
Virtual reality is one of the models that
can be used in the world of education
through a learning process that tries to give
a real impression to students where the
impression is displayed virtually ((Dharma
et al., 2018) (Aulia, 2017) as a form of
utilizing Information technology is
increasingly developing to produce quality
and meaningful learning (Hermawan et al.,
2020).
Currently, many students have gadgets
and can see the whole world in the palm of
their hands. Therefore, learning must also
adapt to students' habits so that the
knowledge given can be understood
optimally but still emphasizes that direct
human interaction is important so that
every student can adapt well in era 5.0
(Teknowijoyo & Marpelina, 2021).
Based on the explanation above, the
researcher wants to know more about the
Virtual reality model of education in the 5.0
era. The purpose of this study is to
determine the implementation of virtual
reality models in learning so that they are
able to create a generation of nations that
Hendrik Legi
1
Yoel Gibran
,2
Prima Hermanugerah
3
| 506
can adapt well in the era of society 5.0.
METHODS
The type of research used is descriptive
qualitative where the research results will
provide information related to the research
objectives (Salim, 2019). Data collection is
done by means of observation,
documentation, and interviews then the
data obtained will be analyzed in depth so
that the results of the research are known.
The research was conducted at School X
with 40 respondents. The research flow is as
follows:
Figure 1: Research flow
RESULTS AND DISCUSSION
Virtual reality is one of the learning
models within the scope of education that
is quite easy to do because currently a
variety of media and technological
advances can be implemented and used
anytime and anywhere (Agustian &
Salsabila, 2021). Of course, in this case it
requires teacher creativity in carrying out
learning because no matter how good the
material is delivered if it is not
accompanied by the right learning model,
the student's understanding will be less
than optimal as evidenced by student
learning outcomes below the KKM score.
In the learning carried out at school X,
especially social studies learning, it was
found that 75% of students did not
complete the KKM. So the number of
defendants who are subject to KKM is only
25% or only 10 people. After virtual reality
was implemented, data was obtained that
90% of students had completed the KKM
and another 10% did not complete the
KKM because when virtual reality was
implemented they did not follow the
learning process until it was finished
because of family interests. Data on student
learning outcomes are as follows with the
KKM IPS school X of 75.
Table 1.
Student learning outcomes data
No
Results before
virtual reality
Results after
virtual reality
1
75
80
2
67
77
3
68
78
4
67
77
5
68
76
6
69
76
7
56
77
8
67
75
9
66
76
10
78
76
11
63
79
Deciding what kind of
information is needed
Data Collection Procedure
Information Processing
Making Conclusions
Formulating the problem
507 | Virtual Reality Education In Era 5.0
12
64
80
13
56
68
14
76
85
15
58
72
16
80
90
17
57
80
18
76
82
19
66
79
20
79
85
21
76
88
22
65
78
23
65
76
24
67
80
25
68
78
26
78
86
27
53
73
28
62
79
29
79
90
30
56
69
31
67
78
32
76
86
33
64
79
34
65
75
35
66
76
36
68
78
37
66
80
38
65
80
39
55
79
49
65
78
Am
ou
nt
2682
3154
Av
era
ge
67.05
78.85
If depicted through the average graph
as follows:
Figure 2: Comparative graph of
learning outcomes before and after the
application of virtual reality in Social
Studies learning at School X.
The data above shows the progress of
learning outcomes from before using the
virtual reality model to after using the
virtual reality model. In addition, the
teacher is also easier to carry out learning
between classes because he does not
always write and explain one by one, but it
is enough to convey it through virtual
reality learning media then he reinforces
important material so that the impressions
that students have are strong or not easy to
forget.
60
62
64
66
68
70
72
74
76
78
80
Before After
Comparison of
Learning Outcomes
before and After the
Implementation of
Virtual Reality
Hendrik Legi
1
Yoel Gibran
,2
Prima Hermanugerah
3
| 508
This is because, if material
reinforcement is not carried out, students
are worried that students will forget and
the teacher will have to repeat the previous
learning, which means that the use of time
becomes ineffective and inefficient.
The results of the interview show that
students enjoy learning with virtual reality
models as expressed by SK that he feels
happy because he can see various places in
real even though he is not directly there.
This is in line with what was conveyed by ZK
that he also became more aware of many
things in real as if he was in the described
place even though it was only limited to
virtual knowledge. However, many students
feel satisfied and quite happy because
learning becomes more interesting.
The results of the observations showed
that students were very enthusiastic about
making visual observations and listening to
auditory explanations of the impressions
delivered by the teacher. They try to
observe with focus so as to gain
understanding as the teacher wants to
convey.
The tools used in this model are quite
easy, for example, LCD projector, laptop,
and speakers. However, if the school does
not have an LCD projector, it can use other
media as a form of virtual reality such as
pictures, stories, and so on.
So there is no reason not to provide
interesting and fun learning for students
because after all the state of the school, as
long as the teacher has high creativity, the
virtual reality model can still be applied.
With increasing learning outcomes,
students' understanding also increases.
This situation contributes to the application
of knowledge in everyday life so that
students can adapt to the 5.0 era and be
able to compete in the international realm
where students are not only smart in IT but
also smart in social.
Social society is a real life for all
humans, including students. If students do
not have high social values, the peace of life
will no longer be felt. In fact, peace, security
and comfort can be obtained if humans
have the ability to interact with fellow
humans.
Thus, it can be seen that the virtual
reality model in the world of education can
help realize educational goals as stated in
Law No. 20 of 2003 concerning the National
Education System. Besides that, students as
the next generation of the nation are also
able to adapt and compete in the 5.0 era
where prosperity is not only a dream but as
a reality.
CONCLUSIONS
Education is the front line in shaping
the quality of human resources. For this
reason, education must be up-to-date and
able to adapt to the times so that the
graduates produced become more
qualified and able to compete in the
national and international spheres.
Improving the quality of human
resources through education is proven to
be able to be done when learning with a
virtual reality model where the application
of this model can improve student learning
outcomes which initially only 25%
completed the KKM to 90% of students
completed the KKM. With this, the virtual
reality model can increase the
509 | Virtual Reality Education In Era 5.0
understanding of 65% of students.
The increase in learning outcomes is
one proof that students' understanding is
getting better without having an
understanding, students will find it difficult
to achieve the predetermined KKM value.
With this, the researcher wants to give
advice to all teachers to continue to
improve their quality and creativity in
responding to world developments so that
graduates from schools or education fields
are able to adapt well and quickly in the
development of the world through various
learning models, one of which is virtual
reality models. The researcher also hopes
that this research can be used as a
reference source for the next researchers.
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Commons Attribution (CC BY SA) license
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