Development and evaluation of a cospaces edu-based virtual reality environment to support conceptual understanding of solid geometry

Habibillah Achmad Putra Fauzi; Tatag Yuli Eko Siswono; Nurus Saadah; Nonik Indrawatiningsih

doi:10.58524/jasme.v6i3.1467

Authors

Habibillah Achmad Putra Fauzi Universitas Negeri Surabaya, Indonesia
Tatag Yuli Eko Siswono Universitas Negeri Surabaya, Indonesia
Nurus Saadah Universitas Negeri Surabaya, Indonesia
Nonik Indrawatiningsih Universitas Negeri Surabaya, Indonesia

DOI:

https://doi.org/10.58524/jasme.v6i3.1467

Keywords:

CoSpaces Edu, Geometry Learning, Junior High School, Media Development, Virtual Reality

Abstract

Background: Junior high school students often experience difficulties visualizing three-dimensional objects, distinguishing surface area from volume, and connecting two- and three-dimensional representations. However, evidence on CoSpaces Edu-based VR for supporting conceptual understanding of solid geometry remains limited.

Aims: This study aimed to develop and evaluate a CoSpaces Edu-based VR environment to support eighth-grade students’ conceptual understanding of solid geometry.

Method: This Research and Development study employed the ADDIE model. The media was reviewed by two experts and piloted with 45 eighth-grade students selected through purposive sampling. Data were collected using expert validation sheets, a student response questionnaire, and six-item pretest and posttest instruments. Analyses assessed validity, student-perceived practicality, instrument reliability, and changes in conceptual understanding.

Results: The media obtained an average Aiken’s V of 0.78, indicating very good validity, while student responses yielded a practicality score of 87.85%, categorized as very practical. The student response questionnaire showed high internal consistency (Cronbach’s α = 0.94), while the pretest and posttest yielded KR-20 coefficients of 0.68 and 0.60, respectively. The Wilcoxon signed-rank test showed a significant pretest–posttest difference (p < 0.001) with a large effect size (r = 0.85). The average normalized gain was 53.78%, indicating limited relative improvement.

Conclusion: The developed environment showed preliminary classroom usability and changes in conceptual-understanding scores, but the limited normalized gain indicates that conceptual improvement remained partial.

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