Penerapan Media Pembelajaran GeoVRE Berbasis Virtual Reality terhadap Keterampilan Berpikir Kritis pada Materi Mitigasi Bencana Siswa Kelas XI SMA Barunawati Surabaya

Pembelajaran geografi sering menghadapi kendala dalam meningkatkan keterampilan berpikir kritis siswa, terutama dalam memahami konsep mitigasi bencana. Metode konvensional yang berpusat pada guru membuat siswa pasif dan kurang terlatih dalam analisis serta pemecahan masalah. Hasil belajar siswa pada materi mitigasi bencana juga menunjukkan rata-rata di bawah standar, sehingga diperlukan inovasi pembelajaran berbasis teknologi.
Penelitian ini bertujuan menguji efektivitas GeoVRE (Geography Virtual Reality Experience) dalam meningkatkan keterampilan berpikir kritis siswa. Metode yang digunakan adalah kuasi-eksperimen dengan desain non-equivalent control group design. Subjek penelitian terdiri atas 61 siswa kelas XI SMA Barunawati Surabaya, yang dibagi menjadi kelas eksperimen dan kelas kontrol. Data dikumpulkan melalui tes keterampilan berpikir kritis, angket, dan observasi. Analisis data menggunakan uji N-Gain, paired sample t-test, dan independent sample t-test.
Hasil penelitian menunjukkan GeoVRE efektif meningkatkan keterampilan berpikir kritis siswa. Uji N-Gain pada kelas eksperimen menunjukkan peningkatan skor dari 50,15 menjadi 79,09 (N-Gain = 0,56, kategori sedang), sedangkan kelas kontrol hanya meningkat dari 49,39 menjadi 64,70 (N-Gain = 0,29, kategori rendah). Uji paired sample t-test menunjukkan perbedaan signifikan antara pretest dan posttest pada kelas eksperimen (Sig. = 0,000 < 0,05) dengan selisih rata-rata 28,94, lebih tinggi dibanding kelas kontrol (15,31). Uji independent sample t-test menunjukkan perbedaan signifikan (Sig. = 0,000 < 0,05). Angket respon siswa memperoleh skor 91,20%, menunjukkan GeoVRE sangat membantu pembelajaran. Penelitian ini terbukti efektif meningkatkan keterampilan berpikir kritis siswa dengan memberikan pengalaman belajar yang interaktif dan imersif, sehingga mampu meningkatkat keterampilan berpikir kritis siswa.

Kata Kunci: GeoVRE, Virtual Reality, Keterampilan Berpikir Kritis, Mitigasi Bencana, Pembelajaran Geografi.

Geography learning often faces obstacles in improving students' critical thinking skills, especially in understanding the concept of disaster mitigation. Conventional teacher-centered methods make students passive and less trained in analysis and problem solving. Student learning outcomes on disaster mitigation material also show a below-standard average, so technology-based learning innovations are needed.
This study aims to test the effectiveness of GeoVRE (Geography Virtual Reality Experience) in improving students' critical thinking skills. The method used was quasi-experiment with non-equivalent control group design. The research subjects consisted of 61 11th grade students of Barunawati Surabaya High School, which were divided into experimental and control classes. Data were collected through critical thinking skills test, questionnaire, and observation. Data analysis used N-Gain test, paired sample t-test, and independent sample t-test.
The results showed that GeoVRE effectively improved students' critical thinking skills. The N-Gain test in the experimental class showed an increase in scores from 50.15 to 79.09 (N-Gain = 0.56, medium category), while the control class only increased from 49.39 to 64.70 (N-Gain = 0.29, low category). The paired sample t-test showed a significant difference between the pretest and posttest in the experimental class (Sig. = 0.000 <0.05) with an average difference of 28.94, higher than the control class (15.31). The independent sample t-test showed a significant difference (Sig. = 0.000 < 0.05). The student response questionnaire obtained a score of 91.20%, indicating that GeoVRE is very helpful for learning. This study proved to be effective in improving students' critical thinking skills by providing interactive and immersive learning experiences, so as to increase students' critical thinking skills.

Keywords: GeoVRE, Virtual Reality, Critical Thinking Skills, Disaster Mitigation, Geography Learning.