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Abstract

This study aims to examine the differences and effects of using Virtual Reality (VR) in science learning on junior high school students’ visual–spatial abilities. The research employed a quantitative approach with a quasi-experimental nonequivalent control group design. The sample consisted of two eighth-grade classes at a public junior high school, with Class VIII F as the experimental group and Class VIII E as the control group. The research instruments included validated pretest–posttest questions and observation sheets to assess the implementation of learning. Data were analyzed using the Independent Sample t-test and Cohen’s d effect size. The results showed a significant difference between the experimental and control groups (p < 0.05), with higher visual–spatial ability scores in the group that learned using VR. The effect size value (d = 0.6604) indicates a moderate effect of VR-assisted discovery learning. The novelty of this study lies in the integration of immersive VR technology within a discovery learning model to enhance students’ mental visualization of abstract science concepts, suggesting that VR has the potential to serve as an effective and engaging instructional innovation in science education.

Keywords

DL Virtual Reality Visual Spatial Ability

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Submitted
Nov 30, 2025
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Apr 29, 2026
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THE EFFECT OF DISCOVERY LEARNING ASSISTED BY VIRTUAL REALITY ON THE VISUAL SPATIAL ABILITY OF JUNIOR HIGH SCHOOL STUDENTS LEARNING RESPIRATORY SYSTEM MATERIAL. (2026). Journal of Excellence in Natural Science Education, 1(1), 44-54. https://jurnal.educatech.id/index.php/jense/article/view/41 (Original work published 2025)

How to Cite

THE EFFECT OF DISCOVERY LEARNING ASSISTED BY VIRTUAL REALITY ON THE VISUAL SPATIAL ABILITY OF JUNIOR HIGH SCHOOL STUDENTS LEARNING RESPIRATORY SYSTEM MATERIAL. (2026). Journal of Excellence in Natural Science Education, 1(1), 44-54. https://jurnal.educatech.id/index.php/jense/article/view/41 (Original work published 2025)

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