Ahmad Mursyidun Nidhom, Fathiyah Mohd Kamaruzaman, Marlissa Binti Omar, Bayu Ramadhani Fajri
Immersive Virtual Lab technology is increasingly developing as an innovative solution to support field practice for participants of the Teacher Professional Education Program (PPG). Using a Virtual Lab allows the simulation of various complex learning scenarios that are difficult to replicate in real environments, thus providing a more interactive and flexible learning experience. This study aims to develop and implement an immersive Virtual Lab in PPG field practice to improve training effectiveness and participants' pedagogical skills. The Multimedia Development Life Cycle (MDLC) approach is used in developing a Virtual Lab, which involves six main stages: conceptualization, design, material collection, assembly, testing, and distribution. Experts tested the validity of the media, and the validation results showed a very high level. The validation of material experts obtained an Aiken's V value of 1.00, indicating full compliance with curriculum standards. In contrast, the validation of media experts obtained an Aiken's V value of 0.83, indicating very valid technical quality with opportunities for improvement in the user interface aspect. The practicality test conducted on 60 PPG participants showed that this Virtual Lab is efficient, with a level of applicability of 88%, especially in the design and navigation aspects of the application, which are considered attractive and easy to use. The study results showed that using an immersive Virtual Lab significantly enhanced the learning experience, allowing PPG participants to conduct field practice simulations independently and overcoming the limitations of physical facilities in vocational education. With this technology, participants can explore various learning scenarios through realistic digital interactions, deepening their understanding of concepts and honing their pedagogical skills in a safe and flexible environment. Although the study results showed a high feasibility level, further development is still needed, especially in improving object visualization and interactive features to encourage more optimal independent exploration. © 2025 IEEE.
State University of Malang & Stem, Faculty of Education, Ukm, Department of Electrical and Informatics Engineering, Malaysia; Universiti Kebangsaan Malaysia, Stem Enculturation Research Centre, Faculty of Education, Malaysia; Universitas Negeri Padang, Vocational School, Padang, Indonesia
