MODEL PROJECT-BASED LEARNING BERBANTUAN VIRTUAL REALITY UNTUK MENINGKATKAN KEMAMPUAN SPASIAL DAN MENURUNKAN MATHEMATICAL ANXIETY MAHASISWA PGSD

Samsul Pahmi, - and Nanang Priatna, - and Suhendra, - and Bambang Avip Priatna Martadiputra, - (2025) MODEL PROJECT-BASED LEARNING BERBANTUAN VIRTUAL REALITY UNTUK MENINGKATKAN KEMAMPUAN SPASIAL DAN MENURUNKAN MATHEMATICAL ANXIETY MAHASISWA PGSD. S3 thesis, Universitas Pendidikan Indonesia.

Abstract

Kecemasan matematika merupakan isu penting dalam pendidikan tinggi, khususnya bagi mahasiswa calon guru sekolah dasar. Fenomena ini tidak hanya memengaruhi performa akademik, tetapi juga kesiapan pedagogis ketika mereka harus mengajar matematika di kelas. Selain itu, penguasaan kemampuan spasial—seperti visualisasi, rotasi mental, dan transformasi objek geometri—masih menjadi tantangan yang cukup besar, padahal aspek tersebut esensial dalam pemahaman konsep matematika. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan dan menguji efektivitas model Project Based Learning (PjBL) berbantuan Virtual Reality (VR) dalam meningkatkan kemampuan spasial dan menurunkan kecemasan matematika pada mahasiswa calon guru sekolah dasar. Latar belakang penelitian ini didasarkan pada pentingnya penguasaan konsep spasial dalam pembelajaran matematika, serta tingginya tingkat kecemasan matematika yang kerap dialami oleh mahasiswa calon guru. Metode penelitian yang digunakan adalah Development Research dengan model pengembangan Plomp yang meliputi tahap investigasi awal, desain, realisasi, implementasi, dan evaluasi. Subjek penelitian terdiri dari dua kelompok, yaitu kelompok eksperimen yang menggunakan model PjBL berbantuan VR dan kelompok kontrol yang menggunakan model konvensional. Data dikumpulkan melalui observasi, wawancara, angket, dan tes kemampuan spasial. Hasil investigasi awal menunjukkan bahwa kemampuan spasial mahasiswa calon guru masih tergolong rendah, terutama dalam aspek visualisasi, rotasi mental, dan transformasi objek geometri. Mahasiswa cenderung mengalami kesulitan dalam membayangkan bentuk dan perubahan posisi objek secara tiga dimensi. Selain itu, kecemasan akademik matematika muncul dalam bentuk rasa takut gagal, cemas saat menghadapi ujian, dan keraguan terhadap kemampuan diri sendiri. Kecemasan pedagogik matematika tercermin dari kekhawatiran mahasiswa saat harus menjelaskan konsep matematika kepada orang lain, terutama dalam praktik mengajar di kelas, serta rasa takut tidak mampu menjawab pertanyaan siswa. Model PjBL berbantuan VR yang dikembangkan dirancang untuk memberikan pengalaman belajar yang kontekstual, kolaboratif, dan interaktif. Melalui penggunaan VR, mahasiswa dapat memanipulasi objek geometri secara virtual, sehingga membantu mereka memahami konsep spasial secara lebih konkret. Proses pembelajaran berbasis proyek juga mendorong mahasiswa untuk aktif mencari solusi, bekerja sama dalam tim, dan mengaplikasikan pengetahuan matematika dalam situasi nyata. Uji efektivitas menunjukkan bahwa penerapan model PjBL berbantuan VR secara signifikan meningkatkan kemampuan spasial mahasiswa, khususnya pada aspek visualisasi dan rotasi mental. Selain itu, terdapat penurunan tingkat kecemasan akademik dan pedagogik matematika, yang ditandai dengan meningkatnya rasa percaya diri, keberanian untuk bertanya dan menjawab, serta kesiapan menghadapi tantangan dalam pembelajaran matematika. Mahasiswa juga menunjukkan sikap positif terhadap penggunaan teknologi VR dan pembelajaran berbasis proyek. Penelitian ini merekomendasikan integrasi teknologi VR dalam pembelajaran matematika sebagai upaya inovatif untuk meningkatkan kualitas pendidikan calon guru, khususnya dalam pengembangan kemampuan spasial dan pengelolaan kecemasan matematika baik secara akademik maupun pedagogik. Mathematical anxiety is a critical issue in higher education, particularly among prospective elementary school teachers. This phenomenon not only affects academic performance but also pedagogical readiness when they are required to teach mathematics in the classroom. In addition, the mastery of spatial abilities—such as visualization, mental rotation, and transformation of geometric objects—remains a considerable challenge, even though these aspects are essential for understanding mathematical concepts. Therefore, this study aims to develop and examine the effectiveness of a Project-Based Learning (PjBL) model assisted by Virtual Reality (VR) in enhancing spatial ability and reducing mathematical anxiety among prospective elementary school teachers. The background of this research is based on the importance of mastering spatial concepts in mathematics learning, as well as the high level of Mathematical Anxiety often experienced by pre-service teachers. The research method employed is Development Research using the Plomp development model, which includes the stages of initial investigation, design, realization, implementation, and evaluation. The research subjects consisted of two groups: an experimental group using the VR-assisted PjBL model and a control group using conventional models. Data were collected through observation, interviews, questionnaires, and spatial ability tests. The initial investigation revealed that the spatial abilities of pre-service teachers were still relatively low, particularly in aspects of visualization, mental rotation, and transformation of geometric objects. Students tended to have difficulty imagining the shape and positional changes of objects in three dimensions. In addition, academic Mathematical Anxiety manifested as fear of failure, anxiety during exams, and self-doubt. Pedagogical Mathematical Anxiety was reflected in students’ concerns when explaining mathematical concepts to others, especially during classroom teaching practice, as well as fear of being unable to answer students’ questions. The developed VR-assisted PjBL model was designed to provide contextual, collaborative, and interactive learning experiences. Through the use of VR, students could manipulate geometric objects virtually, helping them to understand spatial concepts more concretely. The project-based learning process also encouraged students to actively seek solutions, collaborate in teams, and apply mathematical knowledge in real-life situations. Effectiveness testing showed that the implementation of the VR-assisted PjBL model significantly improved students’ spatial abilities, particularly in visualization and mental rotation aspects. Furthermore, there was a decrease in both academic and pedagogical Mathematical Anxiety, as indicated by increased self-confidence, willingness to ask and answer questions, and readiness to face challenges in mathematics learning. Students also showed a positive attitude towards the use of VR technology and project-based learning. This study recommends the integration of VR technology in mathematics learning as an innovative effort to improve the quality of pre-service teacher education, particularly in developing spatial abilities and managing Mathematical Anxiety, both academically and pedagogically.

	Text D_MTK_2106436_Chapter1.pdf Download (424kB)
	Text D_MTK_2106436_Chapter2.pdf Restricted to Staf Perpustakaan Download (1MB)
	Text D_MTK_2106436_Title.pdf Download (765kB)
	Text D_MTK_2106436_Chapter3.pdf Download (580kB)
	Text D_MTK_2106436_Chapter4.pdf Restricted to Staf Perpustakaan Download (2MB)
	Text D_MTK_2106436_Chapter6.pdf Download (382kB)
	Text D_MTK_2106436_Appendix.pdf Restricted to Staf Perpustakaan Download (6MB)
	Text D_MTK_2106436_Chapter5.pdf Restricted to Staf Perpustakaan Download (1MB)

Item Type:	Thesis (S3)
Additional Information:	https://scholar.google.com/citations?hl=id&user=MpacJzIAAAAJ ID sinta dosen pembimbing Nanang Priatna : 5980973 Suhendra : 6140435 Bambang Avip Priatna Martadiputra : 6124136
Uncontrolled Keywords:	Kecemasan Matematika (Akademik, Pedagogik), Kemampuan Spasial, Project Based Learning (PjBL), Virtual Reality (VR). Mathematical Anxiety (Academic, Pedagogical), Spatial Ability, Project Based Learning (PjBL), Virtual Reality (VR)
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB2300 Higher Education Q Science > QA Mathematics
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Matematika - S3
Depositing User:	Samsul Pahmi
Date Deposited:	22 Dec 2025 06:35
Last Modified:	22 Dec 2025 06:35
URI:	http://repository.upi.edu/id/eprint/145939

Actions (login required)

View Item