yuvina, Rezha Destiadi, Orli Binta Tumanggor

Virtual Reality Learning Electronics Laboratory

Introduction

Virtual reality learning electronics laboratory. Explore a Virtual Reality electronics lab, designed for Industrial Revolution 4.0 education. Adapt to new learning policies and develop essential tech & human literacy.

Abstract

The changes that have hit the world in the 21st century have entered the era of the industrial revolution 4.0. The education sector will also be disrupted from the revolutionary era. The problems of various human activities in the world of education, such as ethics, will more or less affect the culture, direction, and progress of an organization. And the era of disruption can be seen from the development of information technology as a basis in human life. Many things have changed and become borderless with the use of unlimited computing power and data. Seeing the gap in the shift in national education, the Ministry of Education and Culture launched the Independent Learning Campus policy. Universities are expected to be able to answer the challenges of the Industrial 4.0 era through curriculum development by aligning technological literacy skills and human literacy. The method used is the Mix Method, qualitative and quantitative.

Review

This manuscript's title, "Virtual Reality Learning Electronics Laboratory," immediately suggests a timely and highly relevant topic given the increasing integration of technology in education and the challenges posed by the Industrial Revolution 4.0. The concept of leveraging Virtual Reality for hands-on learning in a subject like electronics is promising, addressing potential issues of access, safety, and engagement in traditional laboratory settings. The abstract appropriately sets a broad contextual stage, referencing the disruption in education and the need for new approaches, aligning with national educational policies like "Independent Learning Campus" to foster technological and human literacy. However, the abstract suffers from a significant disconnect between its general introductory remarks and the specific focus indicated by the title. While it effectively establishes the macro-level challenges and policy frameworks, it entirely fails to introduce the "Virtual Reality Learning Electronics Laboratory" itself. There is no mention of the lab's purpose, design, implementation, or evaluation, which are critical details one would expect from an abstract describing such a project. Furthermore, the methodology section, stating merely "Mix Method, qualitative and quantitative," is far too vague to be useful. It provides no insight into what specific data was collected, how it relates to the VR lab, or how it was analyzed, leaving a crucial gap in understanding the study's approach. To be an effective summary of the paper, the abstract requires a complete overhaul. It needs to clearly articulate the problem that the VR Electronics Laboratory aims to solve, specify the objectives of the paper (e.g., presenting its design, evaluating its effectiveness, exploring user perceptions), and detail the specific mixed-methods approach applied *to the VR lab* (e.g., surveys on usability, qualitative interviews on learning experience, performance data analysis). Without these essential components, the abstract fails to convey the core contribution of the research, making it challenging for readers to grasp the study's scope or significance. Consequently, significant revisions are required to align the abstract with the specific content implied by the innovative title.

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