DEVELOPMENT OF A REFLECTIVE VIRTUAL REALITY-ASSISTED MICROTEACHING MODEL TO STRENGTHEN THE TEACHING READINESS OF HISTORY EDUCATION STUDENTS
Abstract
This study developed and evaluated the preliminary feasibility of PRAKTIS-VR, a reflective microteaching model that integrates simulated practice, performance evidence, feedback, structured reflection, and virtual reality in the preparation of pre-service history teachers. The study employed a research and development design based on the ADDIE framework in an American History course within the History Education Study Program at Universitas Persatuan Islam. The development process involved 30 students and five expert validators and produced a seven-phase model, simulation scenarios, instructional materials, a reflection guide, and a 48-item teaching-readiness instrument. Content validation yielded a mean Aiken's V of 0.87, while the instrument demonstrated a Cronbach's alpha of 0.899. The needs profile indicated relative weaknesses in pedagogical reflection and in digital pedagogy, VR, and safety. The pretest-posttest analysis was not treated as an empirical finding because the available paired dataset consisted of synthetic data created for analytical simulation. The available evidence supported the prototype's preliminary content feasibility and identified revision priorities before comparative effectiveness testing.
Keywords: teaching readiness; reflective microteaching; history education; virtual reality
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DOI: http://dx.doi.org/10.30829/jai.v15i4.31825
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