Teknologi Imersif dalam Pembelajaran Biologi: Perbandingan Augmented Reality Assemblr Edu, Virtual Reality Shinnecon, dan BioDigital 3D Interaktif Berbantuan Smart TV terhadap Keterlibatan dan Respons Siswa

yulpa rahmani; Yulia  Sukmawardani; Sumiyati  Sa’adah

doi:10.29407/jbp.v13i1.28752

Authors

yulpa rahmani Universitas Islam Negeri Sunan Gunung Djati
Yulia Sukmawardani Universitas Islam Negeri Sunan Gunung Djati
Sumiyati Sa’adah Universitas Islam Negeri Sunan Gunung Djati

DOI:

https://doi.org/10.29407/jbp.v13i1.28752

Keywords:

immersive technology, augmented reality, virtual reality, student engagement, biology learning

Abstract

Biology learning, particularly on human organ systems, requires concrete visualization to support meaningful conceptual understanding. The development of immersive technology offers new opportunities to enhance student engagement through interactive and multisensory learning experiences. This study aims to analyze and compare student engagement and responses toward the implementation of Augmented Reality Assemblr Edu, Virtual Reality Shinnecon, and BioDigital 3D interactive visualization assisted by Smart TV in biology learning. The research employed a descriptive comparative approach using a simple mixed-method design. Data were collected through observation sheets, student response questionnaires, and brief interviews. The findings indicate that immersive technology integration positively influences student engagement, with BioDigital 3D interactive visualization assisted by Smart TV demonstrating higher interactive involvement and positive responses compared to the other media. The study concludes that immersive technology provides meaningful learning experiences and supports active participation in biology classrooms.

Abstract views: 46 , PDF downloads: 15

References

Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002

Cheng, K.-H., & Tsai, C.-C. (2020). Students’ motivational beliefs and strategies in augmented reality learning. Computers & Education, 150, 103842. https://doi.org/10.1016/j.compedu.2020.103842

Huang, X., Zou, D., Cheng, G., & Xie, H. (2022). A meta-analysis of immersive technologies in education. Educational Technology Research and Development, 70(2), 1–25. https://doi.org/10.1007/s11423-021-10054-1

Ibáñez, M. B., & Delgado-Kloos, C. (2022). Augmented reality for STEM learning: A systematic review. IEEE Transactions on Learning Technologies, 15(3), 345–356. https://doi.org/10.1109/TLT.2021.3120721

Makransky, G., & Petersen, G. B. (2021). The cognitive and affective benefits of immersive virtual reality in STEM learning. Educational Psychology Review, 33(3), 1–23. https://doi.org/10.1007/s10648-020-09578-2

Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778

Radu, I. (2021). Why should my students use AR? A comparative review of immersive technologies in education. British Journal of Educational Technology, 52(5), 1–17. https://doi.org/10.1111/bjet.13102

Rahmawati, D., Nugroho, A., & Lestari, S. (2021). Pemanfaatan media interaktif dalam pembelajaran biologi untuk meningkatkan keterlibatan siswa. JB&P: Jurnal Biologi dan Pembelajarannya, 8(2), 45–52.

Sari, M. P., & Putra, R. A. (2022). Pengaruh penggunaan media visual terhadap pemahaman konsep sistem organ manusia. JB&P: Jurnal Biologi dan Pembelajarannya, 9(1), 23–30.

Su, C.-H., & Cheng, C.-H. (2023). Interactive 3D visualization in science classrooms: Impacts on engagement and collaborative learning. Journal of Science Education and Technology, 32(4), 456–470. https://doi.org/10.1007/s10956-022-09989-4

Zhao, J., Xu, X., Jiang, H., & Ding, Y. (2020). The effectiveness of virtual reality-based instruction on students’ learning outcomes in science education: A meta-analysis. Educational Research Review, 30, 100334. https://doi.org/10.1016/j.edurev.2020.100334

Bressler, D. M., & Bodzin, A. M. (2022). A mixed-methods investigation of augmented reality in biology learning. Journal of Science Education and Technology, 31(2), 215–229. https://doi.org/10.1007/s10956-021-09941-3

Huang, Y., Chen, C., & Chou, Y. (2021). Effects of immersive virtual reality on student engagement and learning performance. Interactive Learning Environments, 29(7), 1–15. https://doi.org/10.1080/10494820.2020.1858112

Sırakaya, M., & Sırakaya, D. A. (2020). The effect of augmented reality use on achievement and attitude in biology education. Education and Information Technologies, 25(5), 1–18. https://doi.org/10.1007/s10639-020-10146-w

Fidan, M., & Tuncel, M. (2021). Integrating augmented reality into biology learning: Student perceptions and engagement. Computers in the Schools, 38(2), 150–169. https://doi.org/10.1080/07380569.2021.1885773

Parong, J., & Mayer, R. E. (2020). Learning science in immersive virtual reality. Journal of Educational Psychology, 112(4), 785–797. https://doi.org/10.1037/edu0000409

Wulandari, N., Hidayat, T., & Prasetyo, B. (2023). Analisis respons siswa terhadap penggunaan media pembelajaran berbasis teknologi dalam pembelajaran biologi. JB&P: Jurnal Biologi dan Pembelajarannya, 10(1), 12–20.