Corresponding
Author: Andi Rahmadi
Email: [email protected]
INTRODUCTION
Education is a significant thing for
the progress of life in a country. Every citizen has the right to get a decent
and good education. Knowledge about learning is often obtained through
observing the behavior of individuals or groups who are carrying out learning
tasks. This process is often referred to as �observation of learning� or
�observation in a learning context.�(Soda & Fahmi, 2022). Good and quality education,
of course, dreams all over public moment �(Sonita & Susanto, 2022). One place to enjoy
education is school. A school is a place for a student to demand science.
School is very important for life man without school, then quality education
the people in a country will no good.
Facilities at school play a
crucial role in advancing the world of education, especially in vocational
schools. Quality factor vocational school graduates are facilities and
infrastructure like buildings and facilities other for support the learning and
teaching process like tool demonstration and practice, laboratory or hall
exercise work (BLK) as place practice Work for school Vocational skills are
needed by students (Rahmawati dkk., 2022). If the standard still
needs to be fulfilled by the students, they can practice or exercise To apply
knowledge obtained from the teacher.
Currently Lots of schools No own
or lack facility practice. That will give rise to the gap between understanding
theory and Practice, ultimately producing quality graduates. Practice is
activities that are not inseparable from the learning process teaching in
vocational education (Raihany dkk., 2022). Provision through
Practice is beneficial in preparing competent, participant-ready students. For
example, at SMKN 14 Jakarta, in the familiarity program Business and Marketing,
which is a Skills Program, that is a lot of tool practice, especially the eyes
lesson Structuring Products that require various types of products for practice
students (Djafar & Novian, 2021). Until now, students
Practice For eye lessons and Structuring Products at an outlet owned by SMKN 14
Jakarta with partial products big products, food, and necessities daily like
food/drinks and necessities (Wibisono & Indriari Wardhani, 2020).
As
stated in Basic Competency 4.5 on the eye lesson Structuring Products
containing material Practice about grouping characteristics of product drink,
food, fresh and cosmetics in supermarkets, FashionFashion and sport (Anwar et al., 2021). Because that
school can facilitate tools and materials for adequate Practice under
competence basic 4.5 and standard
industry, students can acquire appropriate knowledge in the field competence (Handayani, 2020). SMKN 14 Jakarta has an
outlet for practice eye lessons. They were structuring the Products in a mini
market with dairy products, food, and necessities. Naturally For eye lesson
Structuring Product No Enough only one outlet type only. Many types of outlets
and products others as necessary, such as fashion outlets and products
FashionFashion written on competence basic 4.5. The results, interviews with
expert program teachers, and business from marketing at SMKN 14 Jakarta can
depicted in form Table 1.
Table 1. Condition of
outlets at SMKN 14 Jakarta
|
Types of
Learning
|
Outlets
|
Product
|
Information
|
|
Structuring drink, food, fresh
and cosmetics
|
There is
|
There is
|
Learning to Walk with Good
|
|
Structuring Fashion and sport
|
Nothing
|
Incomplete
|
Learning is not effective
|
From the interview results, it is
necessary To develop the learning process on the existing Basic Competency 4.5
curriculum fashion and sports styling that can filled by schools.
As time, development, technology,
and information become things that do not can denied again. Progress demands
that man be more used to sophisticated technology, likewise, in the world of
education. Onward development of technology and information can make it easier
for schools, for example, by utilizing media-based learning technology and
creativity and innovation (Syuhada, 2017).
One technology that is very
popular now is Virtual Reality. Virtual Reality constitutes An enabling
technology we enter the Virtual world with A glass eye projection (Kalsum dkk., 2020). Virtual Reality benefits
the world of education, especially in making exciting teaching materials and
tools easy to obtain in virtual Practice.
Based on research conducted
by� Soliman, M., Pesyridis, A., Dalaymani
-Zad, D., Gronfula, M., & Kourmpetis, M. (2021) with the title " The
Application of Virtual Reality in Engineering Education� states that the use
Virtual Reality concluded beneficial for students and universities (Wang dkk., 2021). Profit cognitive and
pedagogical student leads to improved performance and value. That is the direct
result of the design application Virtual Reality focused on goals learning and
integration theories learning. Additionally, engagement in active student use
of Virtual Reality is a more student-centered approach than approach passive
and traditional learning.
Virtual Reality can help eye
lesson arrangement products for SMKN 14 Jakarta. With virtual Reality, practice
eye lesson arrangement product participants can feel a lasting atmosphere in an
outlet and organize products in the virtual world. This, too, will make SMKN 14
Jakarta more economical Because there is No need to buy products or build A
room practice in the form of a new outlet.
From the description above, the
researcher interested in creating learning media based virtual Reality uses
Unity Engine free software to do a study titled " Development of learning
media based Virtual Reality for Arrangement Subjects Products at SMKN 14
JAKARTA." To develop the appropriate learning media for the Product
Arrangement subject in the Business Online and Marketing program at SMKN 14
Jakarta and assess the feasibility of Virtual Reality-based learning media for
the Product Arrangement subject in the Business Online and Marketing program at
SMKN 14 Jakarta, based on expert assessments in the field of content, media,
instructional design, and feedback from students. Providing benefits to the
world of education to achieve learning objectives by utilizing the latest
technology and expanding the researcher's knowledge of the utilization process
of Virtual Reality media for school-based learning. Also, benefits for
students, as a learning medium that can assist in the Product Arrangement
learning process for the Business Online and Marketing program.
METHOD
The research uses research and development methods (Research &
Development). In this research, we developed virtual reality-based learning
media for the Product Styling subject. Experts validate each manufacturing
stage. Products produced from research can help implement learning in the
Product Arrangement subject so that the learning and teaching process will be
more effective.
Research for product development was carried out at SMKN 14 Jakarta. The
research object is students who take the Product Styling subject. The study was
conducted from July 2020 to September 2022.
RESULTS AND
DISCUSSION
Analysis
Results Need
Analysis needs to be implemented in the even
semester 2021/2022 through observations and interviews with ten students majoring
in Online Marketing Business at SMKN 14 Jakarta regarding the learning process
eye lesson arrangement product. Observation results can seen in Table 2.
Table 2. Preliminary Analysis
Study Results Need
|
Question
|
Answer
|
Respondent
|
|
Amount
|
%
|
|
Availability Room Practice /Outlet
|
Adequate
|
2
|
20%
|
|
Inadequate
|
8
|
80%
|
|
Study Using Outlets
|
Need
|
10
|
100%
|
|
No Need
|
0
|
0
|
|
Alternative Media
|
Book Print
|
2
|
20%
|
|
Book Electronic
|
1
|
10%
|
|
Other
|
7
|
70%
|
|
Difficulty in learning
|
Yes
|
10
|
100%
|
|
No
|
0
|
0%
|
|
Use of Technological Media
|
Once
|
10
|
100%
|
|
Never
|
0
|
0%
|
|
Interest in learning media Virtual
Reality-based
|
Yes
|
10
|
100%
|
|
No
|
0
|
0%
|
|
Interest learning practice fashion and
sport visualized in the form of Virtual Reality.
|
Yes
|
10
|
100%
|
|
No
|
0
|
0%
|
From
the interview, analysis revealed that as many as 10 participants (80%) stated
that the availability of room practical outlets is lacking, and 10 participants
(100%) indicated that they were interested in learning media. There needs to be
more adequate outlets due to the available outlets only for food and drink.
Participants were educated to state their interest in learning material fashion
and sports visualized as Virtual Reality.
Draft
Model 1
Product
P design
On design, Media products undergo a
drafting process for creating 3D models for every 3D Object required For the
creation of Fashion and sports outlets. This stage will also determine the
type, color, texture, shape of the Object, size of letters, and pictures used (Zhang dkk., 2019). 3D Model design process
using Blender 3D software.
Figure 1. 3D Outlet Object
Figure 2. 3D shoe object sport
Figure 3. 3D shoe object casual
Figure 4. 3D ball object
Development Product
Development product is stage results
from existing products researched and developed. Learning media products based
Virtual Reality This developed uses game engine software Unity (Zhu dkk., 2019). Development using Unity
software can support various types of script programming. Available 3D objects
done previously in stage design will entered and processed until they become a
learning medium based on Virtual Reality using Unity software.
Figure 5. Import 3D Object to Unity
Figure 6. Compiler and 3D Object
Figure 7. Formation of Fashion and Sports Outlet writing
Figure 8. Initial menu display
Draft Model 1 Results
Learning media profound virtual Reality
based draft form 1 is validated by expert material and expert mediaso obtained
draft model 2 (Prasetiyo dkk., 2018). Based on assessments
from media experts, have fewer object collisions oK, improvements to that part
This can arrange collision under form object t so results from collision more
maximal. Virtual reality stages revision according to media experts in Figure 9
and Figure 10.
Figure 9. Selection object
Figure 10. Setting Collider
Draft Model 2
After
the experts tested the draft 1 model, the stage was further repaired, so draft
model 2 was further tried out through group testing (small group try-out).
Draft 2 does not Lots experience resulting changes good visually, interactions
and objects.
Final Model
The
result of the revision draft 2 product is that the next ending will tried out
to group more students. After being tried out, participants will use Learning
media-based virtual Reality to educate for doing a post-test after using learning
media-based virtual Reality.
Media Due Diligence
Draft Model Trial 1
Learning
media-based virtual Reality, which has been successfully developed, will tested
by media and material experts To evaluate the appropriateness of learning media
products-based virtual Reality (Sugianto & Saputra,
2015). The result of evaluation This will become a reference
for revision from lack so that appropriate learning media is produced.
Test
learning media experts based virtual Reality validated media experts who have
background skill in field development of learning media and programmers
developer application. Evaluation from earned media experts results in an
average score of 4.67, which shows a very worthy category with an evaluation of
several aspects seen in Table 3.
Table 3. Validation Results by Media Experts
|
No
|
Rated aspect
|
Media Expert 1
|
|
A
|
Display Aspects
|
4. 67
|
|
D
|
Aspects of Media Use
|
4.67
|
Expert test material validated by two experts who have skills in department
teacher field Marketing Online Business eye lesson arrangement product. The
result of the Assessment by experts got an average score of 4.8, which shows a
very worthy category with an evaluation of several aspects seen in Table
4.
������� Table 4. Validation results by material
experts
|
No
|
Rated aspect
|
Material Expert 1
|
|
A
|
Material Aspects
|
5.0
|
|
B
|
Suitability of Practice Tools
|
4. 6
|
Assessment results in expert material
regarding learning media virtual reality-based for eye lesson arrangement
products can conclude that the material presented can help the learning process
practice for eye lesson arrangement products (Pamudji dkk., 2017). The practical material presented is appropriate and provides knowledge
and experience atmosphere practice to participant education. According to
expert material, this program is exciting and needed for practice eye lesson
participants.
Pilot Model Draft 2
After
getting entered and continuing with revisions following input and suggestions
from media and materials experts, group testing was carried out with 5
participants educated. Test draft 2 aims to get information and feedback from
participants regarding learning media-based virtual Reality and the
effectiveness of the media on each aspect, which consists of aspects of the
material, aspects attractiveness, appearance, aspect convenience uses, and
aspects usefulness. Participants are educated to carry out the learning process
using virtual Reality; after learning, participants are asked to give an
assessment on the questionnaire and give comments in the form of suggestions
regarding learning media-based virtual Reality for eye lesson arrangement
products (Awalla dkk., 2018). Trial phase� group small obtain results category very worth it seen in Table 5.
Table
5. Small Group Test Assessment Results
|
No
|
Rated aspect
|
Average Results
|
|
A
|
Material Aspects
|
4, 66
|
|
B
|
Aspects of Attractiveness Skills
|
4, 64
|
|
C
|
Aspect Convenience Usage
|
4, 68
|
|
D
|
Benefit Aspect
|
4.45
|
Final Product Testing
Product
end constitutes results final after a revision process from the draft 2 model
trial, then continued testing field with 35 participants educated. Please test
it out. The product aims to get information and feedback from participants
regarding learning media based on virtual Reality and the effectiveness of the
media in each aspect. Participant students are very enthusiastic. For practice
arrangement products, use virtual Reality (Burhanudin, 2017). Learning based on virtual
Reality ensures participants are educated on easy-to-practice arrangement
products, especially for fashion and sports material. Test results product end
of learning media-based virtual Reality from all aspects with the average value
of 4.4 deep category is very feasible and can be seen in Table 6.
Table
6. Final Product Trial Assessment
Results
|
No
|
Rated aspect
|
Average Results
|
|
A
|
Material Aspects
|
4, 42
|
|
B
|
Aspects of Attractiveness Skills
|
4, 36
|
|
C
|
Aspect Convenience Usage
|
4, 45
|
|
D
|
Benefit Aspect
|
4, 38
|
CONCLUSION
Research and development
(R&D) methods generally cover the stage study initial, development of the
product, and testing and revision of the product. After success, develop the
product. Stage further testing was carried out on products tested by media and
materials experts based on test results. Based on learning media trial results
based on virtual Reality stated that the use of learning media virtual
reality-based for eye lesson arrangement products can be said worthy based on
results from media expert tests, experts materials, and feasibility tests to
respondents participant educate.
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