The Development of Virtual Reality Media in Case Method Learning to Enhance Science Literacy and Habits of Mind for Prospective Physics Teachers in Achieving Sustainable Development Goals

Abstract

This research aims to develop interactive learning materials for reflective microteaching to cultivate the professional character of prospective teachers. The study employs a development research design using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. Expert validation indicates that the media is highly valid, with scores of 75.01 (Valid) and 80.93 (Highly Valid). The feasibility of the media was assessed by lecturers applying Virtual Reality in the classroom using a case method learning model. The instructional design utilized a pretest-posttest group design involving 30 physics students (prospective physics teachers). After implementing the media, an evaluation was conducted to measure initial and final data on science literacy and Habits of Mind, which were then statistically analyzed. The statistical results for science literacy and Habits of Mind showed that the normality test (Shapiro-Wilk) was normally distributed, and the hypothesis test (paired samples) yielded a significance value of < 0.05, leading to the acceptance of Ha (Virtual Reality media in case method learning can enhance science literacy and Habits of Mind in prospective physics teachers). Based on data analysis, it can be concluded that: 1) the Virtual Reality media is valid and suitable for use in teaching, and 2) the media in case method learning can improve science literacy and Habits of Mind in prospective physics teachers, contributing to achieving sustainable development goals.