Development of MilleaLab Virtual Reality Media to Enhance Middle School Students’ Mathematical Digital Communication Skills

Surya Amami Pramuditya (Universitas Swadaya Gunung Jati Cirebon)
Hanan Hanan (Universitas Swadaya Gunung Jati)
Laelasari Laelasari (Universitas Swadaya Gunung Jati)

Mosharafa: Jurnal Pendidikan Matematika
Vol. 14 No. 3 (2025): July

Penelitian ini bertujuan untuk mengembangkan Virtual Reality (VR) Millealab untuk mendukung kemampuan komunikasi digital matematis siswa SMP. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE. Implementasi terbatas dilakukan kepada 6 siswa SMP, sedangkan uji praktikalitas melibatkan 19 responden yang terdiri atas mahasiswa, guru, dosen, siswa, dan masyarakat umum. Hasil observasi menunjukkan bahwa seluruh siswa mampu mengidentifikasi unsur-unsur aljabar, namun 4 dari 6 siswa masih mengalami kesulitan dalam menentukan koefisien dan 2 siswa menunjukkan keraguan dalam menyelesaikan soal aljabar secara mandiri. Meskipun demikian, siswa mampu mengomunikasikan pemahaman matematisnya melalui penyelesaian soal evaluasi setelah menggunakan media VR MilleaLab. Hasil uji praktikalitas menunjukkan bahwa mayoritas responden memberikan tanggapan positif terhadap penggunaan VR dalam pembelajaran matematika. Media ini dinilai menarik, membantu pemahaman konsep, dan meningkatkan minat belajar matematika. Dengan demikian, VR MilleaLab dinilai praktis dan berpotensi mendukung pengembangan kemampuan komunikasi matematis digital siswa SMP. This study aims to develop Virtual Reality (VR) learning media to support middle school students' mathematical digital communication skills. The study employed a Research and Development (R&D) approach using the ADDIE model. A limited implementation involved 6 middle school students, while the practicality test included 19 respondents from various backgrounds. The results showed that all students were able to identify algebraic elements; however, 4 out of 6 students experienced difficulties in determining coefficients and 2 students showed hesitation in solving algebraic problems independently. Nevertheless, students were able to communicate their mathematical understanding through evaluation tasks after using the MilleaLab VR media. The practicality test indicated that the majority of respondents responded positively to the use of VR in mathematics learning. The VR media was considered engaging, supportive of conceptual understanding, and effective in increasing learning interest. Therefore, MilleaLab VR is practical and has the potential to support the development of students’ mathematical digital communication skills.