PENGARUH PENGGUNAAN VIRTUAL REALITY LABORATORY TERHADAP HASIL BELAJAR DAN MOTIVASI PADA MATERI HUKUM KEKEKALAN MASSA DAN HUKUM PERBANDINGAN TETAP

DESI HANDAYANI, . (2026) PENGARUH PENGGUNAAN VIRTUAL REALITY LABORATORY TERHADAP HASIL BELAJAR DAN MOTIVASI PADA MATERI HUKUM KEKEKALAN MASSA DAN HUKUM PERBANDINGAN TETAP. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Pembelajaran kimia kerap menghadapi tantangan berupa sifat materi yang abstrak, keterbatasan fasilitas laboratorium, dan rendahnya hasil belajar dan motivasi siswa tingkat SMA. Penelitian bertujuan untuk menganalisis pengaruh penggunaan virtual reality laboratory (VR Lab) terhadap hasil belajar dan motivasi siswa kelas X pada materi hukum kekekalan massa dan hukum perbandingan tetap. Penelitan menggunakan metode kuasi eksperimen dengan desain Non-Equivalent Control Group Design melibatkan kelas eksperimen (34 siswa) dengan penerapan VR Lab dan kelas kontrol (34 siswa) menggunakan video praktikum. Analisis uji MANOVA digunakan untuk mengetahui pengaruh simultan dan parsial dari hasil belajar dan motivasi. Hasil penelitian menunjukkan VR Lab berpengaruh signifikan secara simultan terhadap hasil belajar dan motivasi dengan nilai sebesar 0,037 dan nilai effect size sebesar ɳ2 = 0,084 (pengaruh sedang). Secara parsial, hasil uji Between-Subject Effect menunjukkan VR Lab berpengaruh terhadap hasil belajar (F = 6,048; p = 0,017) dan motivasi (F = 6,077; p = 0,016), keduanya memenuhi kriteria signifikansi Bonferroni (α = 0,025). Temuan ini mengindikasikan bahwa penggunaan VR Lab mampu meningkatkan hasil belajar dan motivasi siswa, sehingga berpotensi sebagai alternatif media mempelajaran inovatif. Penelitian ini mendukung teori konstruktiv dan Technology Acceptance Model (TAM), yang menekankan bahwa pengalaman belajar aktif dan pemanfaatan teknologi berkontribusi pada peningkatan hasil belajar dan motivasi.*****Chemistry learning in secondary schools often faces persistent challenges, including abstract concepts, limited laboratory facilities, and low student learning achievement and motivation. This study aimed to examine the effect of a virtual reality laboratory (VR Lab) on the learning achievement and motivation of Grade X students in the laws of conservation of mass and the law of constant proportions. A quasi-experimental method with a Non-Equivalent Control Group Design was employed. The participants consisted of 68 students, divided into an experimental group (34 students) using a VR Lab and a control group (34 students) using instructional practicum videos. Learning achievement and motivation data were analyzed using Multivariate Analysis of Variance (MANOVA). The result indicated a significant simultaneous effect of the VR Lab on learning achievement and motivation (p = 0.037) with a moderate effect size (ɳ2 = 0.084). Partial analysis showed that the VR Lab significantly influenced learning achievement (F = 6.048; p = 0.017) and motivation (F = 6.077; p = 0.016), meeting Bonferroni-adjusted significance criteria. These findings support constructivist learning theory, which emphasizes active knowledge construction through meaningful experiences, and the Technology Acceptance Model, which highlights the roles of perceived usefulness and ease of use in enhancing students’ motivation and learning performance. The study suggests that VR Lab is a promising, innovative learning medium for chemistry instruction.

Item Type:	Thesis (Magister)
Additional Information:	1) DR. IRWANTO, M.Pd 2) DR. AFRIZAL, M.Si
Subjects:	Pendidikan > Teori, Penelitian Pendidikan
Divisions:	FMIPA > S2 Pendidikan Kimia
Depositing User:	Desi Handayani .
Date Deposited:	18 Feb 2026 03:48
Last Modified:	18 Feb 2026 03:48
URI:	http://repository.unj.ac.id/id/eprint/65428

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