"Social Construction of Technology in VR Adoption for Science Education" by Adipurwa Muslich
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JURNAL KOMUNIKASI INDONESIA

Abstract

VR has emerged as a promising tool for revolutionizing science education, offering immersive and interactive experiences that can enhance student understanding. It holds significant potential as a communication medium for explaining the complexities of science in classroom settings. Despite its potential, VR’s penetration in science education remains limited. This research explored the facets influencing VR adoption in education, focusing on science teachers' perspectives in Jakarta. Using a qualitative approach, the study investigates how the SCOT concept, grounded in communication theory, affects the adoption of VR in the educational sector. Key themes identified included the role of networking, school culture, socioeconomic disparities, policies, and pedagogical considerations. Teacher characteristics—such as openness to innovation and collaborative skills—were found to act as catalysts for adoption. Conversely, resistance to change and limited access to resources emerged as significant obstacles. The research underscores communication plays a pivotal role in the diffusion of VR technology in educational contexts. The findings offer valuable insights for policymakers, educators, and technology developers. This research contributes to education sector by providing a nuanced understanding about social construction in VR adoption, complementing prior quantitative studies.

Bahasa Abstract

VR muncul sebagai alat untuk merevolusi pendidikan sains, menawarkan pengalaman imersif dan interaktif, yang dapat meningkatkan pemahaman siswa. Teknologi ini memiliki potensi besar sebagai media komunikasi untuk menjelaskan kompleksitas sains menjadi lebih mudah dipahami. Meskipun demikian, penetrasi VR dalam pendidikan sains masih minim. Penelitian ini mengeksplorasi berbagai faktor adopsi VR dalam pendidikan sains, dengan fokus pada perspektif guru sains di Jakarta. Menggunakan pendekatan kualitatif, studi ini menyelidiki bagaimana konsep SCOT dalam bidang komunikasi dapat memengaruhi adopsi VR di sektor pendidikan. Temuan utama penelitian menunjukan pentingnya peran dari jejaring, budaya sekolah, ketimpangan sosial-ekonomi, kebijakan, dan pertimbangan pedagogis. Karakteristik guru—seperti keterbukaan terhadap inovasi dan keterampilan kolaboratif—terbukti menjadi katalisator bagi adopsi teknologi ini. Sebaliknya, resistensi terhadap perubahan dan keterbatasan akses terhadap sumber daya muncul sebagai hambatan signifikan. Penelitian ini menekankan bahwa komunikasi memainkan peran penting dalam difusi teknologi VR pada konteks pendidikan. Temuan ini dapat menjadi rekomendasi bagi pembuat kebijakan, pengajar, dan pengembang teknologi dalam mengadopsi inovasi teknologi di sektor pendidikan. Penelitian ini berkontribusi pada sektor edukasi dengan memberikan pemahaman yang lebih mendalam tentang konstruksi sosial adopsi VR, melengkapi studi kuantitatif sebelumnya.

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