Contemporary Research Analysis Journal

The advancement of science and technology has brought significant changes to various aspects of life, including the delivery of education. Digital transformation has encouraged educational institutions to develop learning processes that are more adaptive, interactive, flexible, and responsive to learners’ needs. This study employed a quantitative descriptive-exploratory design to evaluate the implementation of Virtual Reality (VR) as a learning medium among Mathematics Education students at the Faculty of Teacher Training and Education, Universitas Kristen Indonesia. Data were collected through a questionnaire assessing students’ responses to the implementation of VR during the learning process and were analyzed using descriptive statistics, including the mean, median, and standard deviation. The findings showed a mean score of 3,14, a median of 3.00, and a standard deviation of 0.71, indicating a relatively consistent pattern of student responses to the implementation of VR. The findings provide empirical evidence regarding the actual implementation of VR as a learning medium in higher education, particularly in mathematics education. The results suggest that VR has been implemented as an interactive and immersive learning medium, although its implementation needs to be continuously supported by appropriate technological infrastructure, relevant learning content, and adequate integration into instructional activities. This study highlights the importance of evaluating the implementation of emerging technologies not only from their technological potential but also from their actual use within the learning process.

Virtual Reality, implementation evaluation, learning media, higher education, mathematics education

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