Ayu Dini Ariana, Oksiana Jatiningsih

Pengembangan Media Edugame SITAKORA Berbasis Virtual Reality untuk Meningkatkan Kesadaran Lingkungan Siswa Sekolah Dasar

Introduction

Pengembangan media edugame sitakora berbasis virtual reality untuk meningkatkan kesadaran lingkungan siswa sekolah dasar. Edugame VR SITAKORA tingkatkan kesadaran lingkungan siswa SD. Efektif ajarkan pengelolaan sampah berbasis teori Vygotsky, dorong perilaku ramah lingkungan secara inovatif.

Abstract

Increasingly complex environmental issues require effective environmental education from an early age so that children develop sustainable habits and awareness. This study aims to develop and test the effectiveness of the SITAKORA (Simulation of Environmentally Friendly Waste Management) edugame based on Virtual Reality (VR), which is designed using Lev Vygotsky's play theory approach to increase environmental awareness among elementary school students. The research used the Research and Development (R&D) method with the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The results of the needs analysis revealed that students' behavior in disposing of and managing waste was still inconsistent even though their conceptual understanding was adequate. The development process resulted in the SITAKORA VR-based edugame, which was validated by experts with a feasibility score of 89.5%, indicating a highly feasible category. Implementation was carried out at Mulyoagung Elementary School, Bojonegoro, and the evaluation results showed a significant increase in students' environmental awareness scores after using the edugame. The integration of Vygotsky's play theory in the design of VR activities enabled scaffolding and learning interactions that encouraged meaningful play experiences. Thus, the VR-based SITAKORA edugame proved to be effective, engaging, and innovative in increasing environmental awareness and behavior among elementary school children.

Review

The paper "Pengembangan Media Edugame SITAKORA Berbasis Virtual Reality untuk Meningkatkan Kesadaran Lingkungan Siswa Sekolah Dasar" presents a highly relevant and innovative approach to fostering environmental awareness in elementary school children. The authors effectively highlight the pressing need for early environmental education and propose an engaging solution: a Virtual Reality (VR)-based edugame, SITAKORA. The theoretical grounding in Lev Vygotsky's play theory provides a strong pedagogical foundation, suggesting a deliberate design aimed at meaningful learning experiences. Furthermore, the adoption of the rigorous Research and Development (R&D) method, utilizing the ADDIE model, indicates a systematic and thorough development process, enhancing the credibility of the reported findings. A key strength of this research lies in its clear identification of the disconnect between children's conceptual understanding of environmental issues and their actual behavioral inconsistencies regarding waste management. The SITAKORA edugame is posited as a direct intervention to address this gap through immersive and interactive learning. The expert validation, yielding an impressive 89.5% feasibility score, affirms the quality and readiness of the developed media. The successful implementation at Mulyoagung Elementary School and the subsequent "significant increase" in students' environmental awareness scores provide compelling evidence for the edugame's effectiveness. The abstract specifically notes how the VR environment, infused with Vygotsky's principles, enabled scaffolding and interactive learning, which are critical for deep engagement and habit formation. While the abstract provides a compelling overview, a full manuscript would benefit from greater detail on several aspects. For instance, specific metrics used to quantify "environmental awareness scores" and the statistical significance or effect sizes of the observed increase would strengthen the claims of effectiveness. Further elaboration on how Vygotsky's scaffolding principles were specifically operationalized within the VR interactions would also offer deeper pedagogical insights. Nonetheless, the research clearly demonstrates the potential of VR-based edugames, like SITAKORA, as a powerful and engaging tool for environmental education. This work represents a significant and timely contribution to both educational technology and sustainability education, offering a promising model for cultivating environmentally conscious citizens from a young age.

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