Virtual Reality 3D Animal World sebagai Media Pengenalan Hewan Anak Usia 5–6 Tahun

Authors

  • Zulfiana Novita Sari Universitas Trunodjoyo Madura, Indonesia
  • Fikri Nazarullail Universitas Trunodjoyo Madura, Indonesia
  • Siti Fadjriyana Fitroh Universitas Trunodjoyo Madura, Indonesia
  • Fajar Lukman Tri Ariyanto Universitas Trunodjoyo Madura, Indonesia
  • Tarich Yuandana Universitas Trunodjoyo Madura, Indonesia

DOI:

https://doi.org/10.61692/edufa.v4i2.519

Keywords:

Virtual Reality, Digital Learning Media, Animal Recognition, Cognitive Development, Early Childhood

Abstract

This study aimed to develop a feasible and effective 3D Animal World learning media to stimulate cognitive abilities through animal recognition among early childhood learners. The study employed the ADDIE development model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The research and development process involved three stages of field testing, including small-group trials, medium-group trials, and large-group trials for effectiveness testing. The participants consisted of 77 children aged 5–6 years, including 10 children for small-group trials, 15 children for medium-group trials, and 52 children for large-group effectiveness testing. Data collection techniques included questionnaires for material experts, media experts, instrument experts, children's responses, pre-test and post-test assessments, as well as documentation. The results indicated that the 3D Animal World media obtained feasibility scores of 83% from material experts, 92% from media experts, and 75% from instrument experts, indicating that the media was feasible for implementation without revision. Small-group and medium-group trials each achieved 83%, demonstrating positive acceptance. The effectiveness test using the Wilcoxon nonparametric test showed an Asymp. Sig. (2-tailed) value of 0.001 (<0.05), indicating a significant effect. Therefore, the 3D Animal World media was found to be feasible and effective in stimulating animal recognition abilities among children aged 5–6 years.

Author Biographies

Zulfiana Novita Sari, Universitas Trunodjoyo Madura, Indonesia

This study aimed to develop a feasible and effective 3D Animal World learning media to stimulate cognitive abilities through animal recognition among early childhood learners. The study employed the ADDIE development model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The research and development process involved three stages of field testing, including small-group trials, medium-group trials, and large-group trials for effectiveness testing. The participants consisted of 77 children aged 5–6 years, including 10 children for small-group trials, 15 children for medium-group trials, and 52 children for large-group effectiveness testing. Data collection techniques included questionnaires for material experts, media experts, instrument experts, children's responses, pre-test and post-test assessments, as well as documentation. The results indicated that the 3D Animal World media obtained feasibility scores of 83% from material experts, 92% from media experts, and 75% from instrument experts, indicating that the media was feasible for implementation without revision. Small-group and medium-group trials each achieved 83%, demonstrating positive acceptance. The effectiveness test using the Wilcoxon nonparametric test showed an Asymp. Sig. (2-tailed) value of 0.001 (<0.05), indicating a significant effect. Therefore, the 3D Animal World media was found to be feasible and effective in stimulating animal recognition abilities among children aged 5–6 years.

Fikri Nazarullail, Universitas Trunodjoyo Madura, Indonesia

This study aimed to develop a feasible and effective 3D Animal World learning media to stimulate cognitive abilities through animal recognition among early childhood learners. The study employed the ADDIE development model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The research and development process involved three stages of field testing, including small-group trials, medium-group trials, and large-group trials for effectiveness testing. The participants consisted of 77 children aged 5–6 years, including 10 children for small-group trials, 15 children for medium-group trials, and 52 children for large-group effectiveness testing. Data collection techniques included questionnaires for material experts, media experts, instrument experts, children's responses, pre-test and post-test assessments, as well as documentation. The results indicated that the 3D Animal World media obtained feasibility scores of 83% from material experts, 92% from media experts, and 75% from instrument experts, indicating that the media was feasible for implementation without revision. Small-group and medium-group trials each achieved 83%, demonstrating positive acceptance. The effectiveness test using the Wilcoxon nonparametric test showed an Asymp. Sig. (2-tailed) value of 0.001 (<0.05), indicating a significant effect. Therefore, the 3D Animal World media was found to be feasible and effective in stimulating animal recognition abilities among children aged 5–6 years.

Siti Fadjriyana Fitroh, Universitas Trunodjoyo Madura, Indonesia

This study aimed to develop a feasible and effective 3D Animal World learning media to stimulate cognitive abilities through animal recognition among early childhood learners. The study employed the ADDIE development model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The research and development process involved three stages of field testing, including small-group trials, medium-group trials, and large-group trials for effectiveness testing. The participants consisted of 77 children aged 5–6 years, including 10 children for small-group trials, 15 children for medium-group trials, and 52 children for large-group effectiveness testing. Data collection techniques included questionnaires for material experts, media experts, instrument experts, children's responses, pre-test and post-test assessments, as well as documentation. The results indicated that the 3D Animal World media obtained feasibility scores of 83% from material experts, 92% from media experts, and 75% from instrument experts, indicating that the media was feasible for implementation without revision. Small-group and medium-group trials each achieved 83%, demonstrating positive acceptance. The effectiveness test using the Wilcoxon nonparametric test showed an Asymp. Sig. (2-tailed) value of 0.001 (<0.05), indicating a significant effect. Therefore, the 3D Animal World media was found to be feasible and effective in stimulating animal recognition abilities among children aged 5–6 years.

Fajar Lukman Tri Ariyanto, Universitas Trunodjoyo Madura, Indonesia

This study aimed to develop a feasible and effective 3D Animal World learning media to stimulate cognitive abilities through animal recognition among early childhood learners. The study employed the ADDIE development model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The research and development process involved three stages of field testing, including small-group trials, medium-group trials, and large-group trials for effectiveness testing. The participants consisted of 77 children aged 5–6 years, including 10 children for small-group trials, 15 children for medium-group trials, and 52 children for large-group effectiveness testing. Data collection techniques included questionnaires for material experts, media experts, instrument experts, children's responses, pre-test and post-test assessments, as well as documentation. The results indicated that the 3D Animal World media obtained feasibility scores of 83% from material experts, 92% from media experts, and 75% from instrument experts, indicating that the media was feasible for implementation without revision. Small-group and medium-group trials each achieved 83%, demonstrating positive acceptance. The effectiveness test using the Wilcoxon nonparametric test showed an Asymp. Sig. (2-tailed) value of 0.001 (<0.05), indicating a significant effect. Therefore, the 3D Animal World media was found to be feasible and effective in stimulating animal recognition abilities among children aged 5–6 years.

Tarich Yuandana, Universitas Trunodjoyo Madura, Indonesia

This study aimed to develop a feasible and effective 3D Animal World learning media to stimulate cognitive abilities through animal recognition among early childhood learners. The study employed the ADDIE development model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The research and development process involved three stages of field testing, including small-group trials, medium-group trials, and large-group trials for effectiveness testing. The participants consisted of 77 children aged 5–6 years, including 10 children for small-group trials, 15 children for medium-group trials, and 52 children for large-group effectiveness testing. Data collection techniques included questionnaires for material experts, media experts, instrument experts, children's responses, pre-test and post-test assessments, as well as documentation. The results indicated that the 3D Animal World media obtained feasibility scores of 83% from material experts, 92% from media experts, and 75% from instrument experts, indicating that the media was feasible for implementation without revision. Small-group and medium-group trials each achieved 83%, demonstrating positive acceptance. The effectiveness test using the Wilcoxon nonparametric test showed an Asymp. Sig. (2-tailed) value of 0.001 (<0.05), indicating a significant effect. Therefore, the 3D Animal World media was found to be feasible and effective in stimulating animal recognition abilities among children aged 5–6 years.

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Published

2026-06-30

How to Cite

Sari, Z. N., Nazarullail, F., Fitroh, S. F., Ariyanto, F. L. T., & Yuandana, T. (2026). Virtual Reality 3D Animal World sebagai Media Pengenalan Hewan Anak Usia 5–6 Tahun. JOURNAL OF EDUCATION FOR ALL, 4(2), 108–117. https://doi.org/10.61692/edufa.v4i2.519

Issue

Vol. 4 No. 2 (2026): Journal of Education for All

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Artikel

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