Need for Virtual Reality-Based Learning at Vocational Education in Indonesia

Abstract

This study aims to describe the potential of virtual reality in vocational schools for industrial training programs. This descriptive study involved respondents consisting of students, teachers, and industry. Virtual reality is a technology that allows users to enter and interact with virtual (virtual) worlds because virtual reality is a computer technology that combines certain input and output devices where users can interact deeply with their virtual environment as if they were in the real world. Far ahead with the development of Virtual Reality (VR) technology in Indonesia in education, this system can be used in various fields of education such as practical workshop simulations, disaster simulations, engineering simulations, occupational safety simulations (P3K), and others. By implementing an innovative learning system during a pandemic and using virtual reality (VR) technology, Indonesian education is hoped to continue to develop, which is by paragraph 4 of the Law. Sustainable development goals agreement, ensuring adequate and inclusive quality education to promote lifelong learning opportunities and rights for all. Quantitative data were analyzed by descriptive statistics and qualitative data by inductive techniques. The results show that the role of industry in SMK is as a place of practice for students, as a place for work internships, and as a place to learn about industrial management and insight into the world of work. For the implementation of industrial training programs in large, medium, and small industries, an assessment score is obtained. The overall average level indicates that they are ready to contribute. The potential for developing virtual reality in vocational schools is said to have great opportunities based on the many applications of virtual learning and training applications implemented in vocational schools and their benefits in increasing curiosity and enthusiasm for learning, encouraging students to think critically and creatively, risk security, cost reduction, and practical knowledge transfer processes. This is evidenced by the participation of respondents in practical activities that show the effectiveness of resource utilization, immersion, and real-time interaction, increased interest, increased participation, and the effectiveness of practical exercises on average indicating that they are happy to use virtual equipment when compared to real equipment.We hope that the outbreak of the Covid-19 pandemic will not only add to panic in the public space but can also be a starting point for Indonesia, especially in education, to continue to create the world`s golden generation.