Abstract:
Immersive Virtual Learning is learning that is considered meaningful
for students to study climate change material which is considered complex
because of the many interactions between the systems involved in it, and is
considered to be material that is quite challenging for students. It is known that
there are still many students who have limited knowledge about climate change
so that learning methods are needed that can help them understand the climate
change material well. This study aims to see how students' understanding after
learning using the Immersive Virtual Learning (IVL) learning method, compared
to the understanding of students using conventional learning methods. Using the
Pre-Post Experiment Control Group Design design and involving 59 students
who were divided into treatment and control classes, produced research data
showing that students' understanding in the two classes experienced significant
differences in improvement, but the increase in question was very small, even
though the class treatment experienced a better increase than the control class.
Based on this, it can be concluded that students' understanding has increased
slightly after learning to use the Immersive Virtual Learning method. Further
research is needed to develop the IVL method in order to provide better learning
outcomes.
