THE EFFECT OF VIRTUAL REALITY GAME-BASED LEARNING TO ENHANCE STEM LITERACY IN ENERGY CONCEPTS

Abstract

STEM literacy is a skill students must possess in the 21st century. The purpose of this study is to measure the effectiveness of Virtual Reality Game-based Learning (VRGBL) in improving STEM literacy among junior high school students. The research employed a quasi-experimental design. This study’s sample consisted of eighthgrade students from a public junior high school who were divided into two groups: the control class and the experimental class. The data analysis for this study focuses on the influence of VRGBL on students’ STEM literacy in energy concepts. The study discovers that STEM literacy for eighth-grade students is made up of four components: science literacy, technology literacy, engineering literacy, and mathematical literacy. The results show a significant difference between the control and experimental groups: Mexp = 83.59, SDexp = 7.54, Mcon = 65.48, SDcon = 7.89, t = 0.00, sig < 0.05. The results of this research suggest that VRGBL improves students’ STEM literacy in energy concepts in the experimental class, with an N-gain of 0.57 in the medium category, compared to the control class, which has an N-gain of 0.28 in the low category.