Dwi Handoko, Yeri Sutopo, Nur Qudus

Implementation of Virtual Reality Media with MilleaLab Platform in Computational Thinking Competence

Introduction

Implementation of virtual reality media with millealab platform in computational thinking competence. Develops VR media using MilleaLab to boost high school students' computational thinking in Computer Science. Proves highly feasible, practical, and effective, significantly improving cognitive skills.

Abstract

The advancement of digital technology requires sufficient computational cognitive skills, particularly in high school Computer Science subjects. However, there is a gap between these demands and the current computational thinking abilities of students, which remain relatively low. This study aims to develop effective learning media to enhance the computational cognitive skills of high school students in Computer Science subjects. The research method focuses on the development of virtual reality media using the Millealab platform, accessible through Android devices. The feasibility, practicality, and effectiveness of the media were tested through validation by media experts (Millealab) and subject matter experts (Computer Science teachers from SMAN 1 Cigombong), along with trials conducted with teachers. Results from the media expert validation showed an average score of 4.44 (highly feasible), while the subject matter expert received an average score of 3.57 (feasible). The practicality test conducted by users (teachers and students) resulted in an average score of 90.97% (highly practical). The effectiveness test, based on pretests and posttests, revealed a significant improvement in the cognitive performance of students. This study concludes that the developed virtual reality media is highly feasible, very practical, effective, and significantly improves the computational cognitive skills of students, especially in the computational thinking aspect of Computer Science. The development of comprehensive virtual reality-based learning media for Computer Science offers an innovative solution to address the gap in computational thinking abilities, providing an immersive learning experience and contributing positively to the quality of education.

Review

This study tackles a highly pertinent issue in modern education: the critical need to enhance computational thinking (CT) competencies among high school students, particularly within Computer Science subjects. Recognizing a clear gap between current student abilities and the demands of digital advancement, the authors propose an innovative solution through the development and implementation of Virtual Reality (VR) learning media. The overarching aim to create effective, immersive educational tools to bridge this skill deficit is commendable and aligns well with contemporary pedagogical approaches that leverage technology for deeper learning. The research employs a robust development methodology, focusing on the creation of VR media utilizing the MilleaLab platform, designed for accessibility on Android devices. A significant strength lies in the comprehensive evaluation framework, which includes expert validation from both media specialists (Millealab) and subject matter experts (Computer Science teachers), alongside extensive user trials involving both teachers and students. The results presented are consistently positive: high feasibility scores from experts (4.44 and 3.57), exceptional practicality as perceived by users (90.97%), and, most importantly, a demonstrated significant improvement in students' computational cognitive skills through pre-post test analysis. These findings strongly support the effectiveness and utility of the developed VR media as a learning intervention. While the abstract presents compelling evidence for the efficacy of the VR media, further details regarding the specific metrics used to assess 'significant improvement' in computational cognitive performance, the size and demographics of the student sample, and the duration of the intervention would strengthen the conclusions. Additionally, considering the development context in a specific high school (SMAN 1 Cigombong), future work could explore the generalizability of these findings across diverse educational settings. Nevertheless, this study makes a valuable contribution by showcasing a practical and effective VR-based solution for a critical educational challenge, offering an immersive learning experience that holds great promise for enhancing the quality of Computer Science education and fostering essential computational thinking skills.

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