Electronic Theses and Dissertation

Pembelajaran bilangan desimal di sekolah dasar sering kali menjadi tantangan karena sifat materinya yang abstrak dan minimnya media interaktif. Hal ini dapat menyebabkan miskonsepsi dan rendahnya motivasi belajar siswa. Penggunaan media VR-Scratch menawarkan pendekatan visual dan interaktif yang membantu meningkatkan pemahaman konsep. Penelitian ini bertujuan menganalisis penerimaan siswa terhadap media VR-Scratch dalam pembelajaran bilangan desimal di kelas IV SDN 67 Percontohan Banda Aceh berdasarkan teori Technology acceptance model (TAM). Penelitian ini menggunakan metode campuran (mixed methods) dengan desain sequential explanatory. Sebanyak 20 siswa dijadikan subjek dengan teknik total sampling. Instrumen penelitian berupa angket dan wawancara yang mengukur dua dimensi TAM, yaitu persepsi kegunaan (Perceived Usefulness) dan persepsi kemudahan penggunaan (Perceived Ease of Use). Hasil
menunjukkan bahwa media VR-Scratch memperoleh tingkat penerimaan yang positif, dengan skor rata-rata 79% untuk persepsi kegunaan dan 76% untuk persepsi kemudahan penggunaan. Meski terdapat kendala teknis seperti kesulitan
mengoperasikan tongkat VR, bimbingan guru membantu siswa beradaptasi. Secara keseluruhan, VR-Scratch dinilai relevan dan efektif untuk mendukung pembelajaran matematika, khususnya bilangan desimal, karena mampu meningkatkan pemahaman, mempermudah proses belajar, serta memberikan pengalaman belajar yang menarik dan bermakna.

Learning decimal numbers in elementary school is often challenging due to their abstract nature, which requires strong conceptual understanding. The lack of interactive learning media may lead to misconceptions and decrease student motivation. The use of VR-Scratch offers a visual and interactive approach to help improve conceptual understanding and provide a more engaging learning experience. This study aims to analyze students’ acceptance of VR-Scratch in learning decimal numbers in Grade IV at SDN 67 Percontohan Banda Aceh, based on the Technology acceptance model (TAM). This research employed a mixed methods approach with a sequential explanatory design. A total of 20 students were selected using total sampling. Data were collected through questionnaires and interviews, measuring two main dimensions of TAM: Perceived Usefulness and Perceived Ease of Use. The results indicate a positive level of acceptance, with an average score of 79% for perceived usefulness and 76% for perceived ease of use. Although some students faced technical difficulties, such as operating the VR controller or experiencing discomfort, teacher guidance helped them adapt over time. Overall, VR-Scratch is considered relevant and effective for supporting mathematics learning, especially in understanding decimal numbers. It enhances comprehension, facilitates learning, and provides a meaningful and enjoyable technology-based learning experience.