PEMANFAATAN SIMULASI DIGITAL INTERAKTIF UNTUK MENINGKATKAN PEMAHAMAN KONSEPTUAL MAHASISWA PADA MATA KULIAH SISTEM BASIS DATA
DOI:
https://doi.org/10.46306/jion.v2i2.311Keywords:
interactive digital simulation, conceptual understanding, database systems, information technology education, technology-enhanced learningAbstract
Conceptual understanding is a crucial component in learning Database Systems courses, as the subject involves abstract and systemic concepts. However, conventional instructional approaches that emphasize technical procedures often fail to support deep conceptual understanding among students. This study aims to examine the effectiveness of interactive digital simulations in enhancing students’ conceptual understanding in a Database Systems course. The research employed a quantitative approach using a quasi-experimental design with a one-group pretest–posttest model. The research subjects were students enrolled in the Information Technology Education program at Universitas Bina Bangsa. Data were collected through a conceptual understanding test administered before and after the implementation of interactive digital simulations. Descriptive and inferential analyses were conducted using a paired sample t-test. The results indicated a significant improvement in students’ conceptual understanding, with the mean score increasing from 53.75 in the pre-intervention phase to 79.38 in the post-intervention phase. These findings demonstrate that interactive digital simulations effectively facilitate deeper conceptual understanding of database systems by enabling visualization and active learning experiences. The study highlights the importance of integrating interactive simulation-based learning media into information technology education, particularly for courses involving complex and abstract concepts.
Downloads
References
Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction, 60, 225–236. https://doi.org/10.1016/j.learninstruc.2017.12.007
Alammary, A., Sheard, J., & Carbone, A. (2019). Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology, 35(3), 1–17.
https://doi.org/10.14742/ajet.4421
Dede, C., Grotzer, T. A., Kamarainen, A., Metcalf, S., & Tutwiler, M. S. (2017).
Virtual reality, augmented reality, and mixed reality in education. In C. Dede (Ed.), Digital teaching platforms (pp. 1–20). Harvard Education Press.
Hew, K. F., Lo, C. K., Flipped Classroom Research Group, & Kwan, C. L. (2020). Strategies for designing effective active learning in higher education using blended learning approaches. Educational Technology & Society, 23(2), 1–15.
Ifenthaler, D., & Yau, J. Y. K. (2020). Utilising learning analytics for study success: Reflections on current empirical findings. Research and Practice in Technology Enhanced Learning, 15(1), 1–17. https://doi.org/10.1186/s41039-020-00126-5
Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: The relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 14(7), 1–20. https://doi.org/10.1186/s41239-017-0043-9
Makransky, G., & Petersen, G. B. (2019). Immersive virtual reality and learning: A meta-analysis. Educational Psychology Review, 31(2), 453–479. https://doi.org/10.1007/s10648-018-9442-9
Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019).
Mayer, R. E., & Fiorella, L. (2016). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 279–315). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.015
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778
Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2017). Computers in education: A meta-analysis of student engagement. International Journal of Educational Technology in Higher Education, 14(25), 1–33. https://doi.org/10.1186/s41239-017-0076-0
Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2016). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 53(2), 183–196. https://doi.org/10.1016/j.im.2015.09.004
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Hoerul Anam, Hayatul Anwar, Karina Zarine Ryandra, Subertian Arip
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
