Developing Immersive Virtual Reality-Based Experiential Learning to Improve Communication and Problem-Solving Skills of Slow Learners in Inclusive Elementary Schools

Authors

  • Imada Cahyani Elvirawati Universitas PGRI Adi Buana Surabaya, Indonesia
  • Reza Rachmadtullah Universitas PGRI Adi Buana, Indonesia
  • Cholifah Tur Rosidah Universitas PGRI Adi Buana, Indonesia

DOI:

https://doi.org/10.35445/alishlah.v18i1.8804

Keywords:

immersive virtual reality, experiential learning, slow learners, communication skills, inclusive education

Abstract

Slow learners in inclusive elementary schools often experience difficulties in communication and problem-solving, partly due to limited access to interactive and contextual learning media. This study aimed to develop and evaluate an Immersive Virtual Reality (IVR)-based experiential learning model to enhance these skills.The study employed a Design-Based Research approach comprising needs analysis, design, implementation, and reflection phases. Participants included accompanying teachers and slow learner students from several inclusive elementary schools in East Java. Data were collected through expert validation sheets, observations, interviews, questionnaires, and pre-test and post-test instruments. Quantitative data were analyzed using paired sample t-tests, while qualitative data supported the refinement of the intervention.Expert validation indicated high feasibility, with average scores ranging from 4.7 to 4.8 across all aspects, categorized as “very worthy,†including content suitability, visual design and interactivity, integration of experiential learning principles, usability, and appropriateness for slow learners. Effectiveness testing revealed significant improvements in students’ communication skills (mean scores increasing from 66.7 to 83.0) and problem-solving skills (from 69.4 to 87.7), with p = 0.000 < 0.05 for both variables.The findings demonstrate that IVR-based experiential learning is both feasible and effective in enhancing communication and problem-solving skills among slow learners. By offering immersive, interactive, and meaningful learning experiences, this approach supports skill development in inclusive settings and highlights the potential of technology-enhanced pedagogy for diverse learners.

References

Andryansyah, & Ningsih, P. (2021). Penerapan Model Experiential Learning Pada Pembelajaran IPA. 4.

Aprianti, Y., Ramdani, I. L. A., Ali, M., Rifki, M., & Utomo, R. B. (2025). Perspektif Teori Konstruktivisme Vygotsky Terhadap Kemampuan Bersosialisasi Siswa Slow Learner Di Sekolah Dasar Inklusi. DWIJA CENDEKIA: Jurnal Riset Pedagogik, 9(1), 135. https://doi.org/10.20961/jdc.v9i1.99167

Back, T., Tinga, A., & Louwerse, M. (2021). Learning in immersed collaborative virtual environments: design and implementation. Interactive Learning Environments, 31, 5364 - 5382. https://doi.org/10.1080/10494820.2021.2006238 .

Chen, C., & Syu, J. (2024). Effects of integrating a role-playing game into a virtual reality-based learning approach on students' perceptions of immersion, self-efficacy, learning motivation and achievements. Br. J. Educ. Technol., 55, 2339-2356. https://doi.org/10.1111/bjet.13436.

Chiang, T. (2021). Investigating Effects of Interactive Virtual Reality Games and Gender on Immersion, Empathy and Behavior Into Environmental Education. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.608407 .

Chusna, N. L., & Harsiwi, N. E. (2024). Layanan Pembelajaran Anak Slow Learner di Kelas 4 Sekolah Dasar. ALENA-Journal of Elementary Education, 2(2), 150–159.

Cóndor-Herrera, O., & Ramos-Galarza, C. (2020). The impact of a technological intervention program on learning mathematical skills. Education and Information Technologies, 26, 1423 - 1433. https://doi.org/10.1007/s10639-020-10308-y .

Crogman, H., Cano, V., Pacheco, E., Sonawane, R., & Boroon, R. (2025). Virtual Reality, Augmented Reality, and Mixed Reality in Experiential Learning: Transforming Educational Paradigms. Education Sciences. https://doi.org/10.3390/educsci15030303 IF: 2.6 Q1 B3.

D’Elia, P., Stalmach, A., Di Sano, S., & Casale, G. (2025). Strategies for inclusive digital education: problem/project-based learning, cooperative learning, and service learning for students with special educational needs. Frontiers in Education. https://doi.org/10.3389/feduc.2024.1447489

Díaz, M., Morgado, B., & Seale, J. (2024). Access and Participation: The use of Technologies as tools for Inclusion by Spanish University Lecturers. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.8178.

Dwi Ariyanti, S., Dwi Putra, S., Zuhria, F., Youlandi Rahayu Sulistiyawati, D., Studi Pendidikan Guru Sekolah Dasar, P., Ilmu Pendidikan, F., & PGRI Wates, I. (2025). Teacher Challenges in Teaching Slow Learners. ALENA – Journal of Elementary Education. https://doi.org/10.59638/jee.v3i2.372

Eka Yuliana, R., Ediyatno, & Safiul Ummah, U. (2024). Interaksi Sosial Siswa Slow Learner di Sekolah Penyelenggara Pendidikan Inklusif di SDN Kota Malang. Didaktik : Jurnal Ilmiah PGSD FKIP Universitas Mandiri.

Fadliyah, L. S., Fanani, A., & Surabaya, A. B. (n.d.). Model Experiential Learning dalam Menumbuhkan Kemampuan High Order Thinking Skills (HOTS).

Guerra-Tamez, C. (2023). The Impact of Immersion through Virtual Reality in the Learning Experiences of Art and Design Students: The Mediating Effect of the Flow Experience. Education Sciences. https://doi.org/10.3390/educsci13020185 .

Han, I., Shin, H., Ko, Y., & Shin, W. (2022). Immersive virtual reality for increasing presence and empathy. J. Comput. Assist. Learn., 38, 1115-1126. https://doi.org/10.1111/jcal.12669.

Handayani, R., Yusnida Ritonga, W., Anas, M. H., Tinggi, S., Islam, A., Medan, A.-H., Tarbiyah, I., Keguruan, D., Guru, P., & Ibtidaiyah, M. (2023). Konsep Pembelajaran Anak Inklusif dan Strategi Pembelajaran untuk Anak Inklusif. Jurnal Pendidikan Tambusai.

Hartini, A., Widyaningtyas, D., & Mashluhah, M. I. (2017). Learning Strategies for Slow Learners Using The Project Based Learning Model in Primary School. Jurnal Pendidikan Inklusi, 1.

Huda, F., Fery Efendi, J., Budiman, A., Ichda Wahyuni, H., Setiyowati, A., Choliq, I., & Wijaya, M. F. (2023). Pengembangan Inovasi Pembelajaran Virtual Reality Account Officer Customer Servicer Mahasiswa Slow Learner di UMSurabaya. Aksiologiya: Jurnal Pengabdian Kepada Masyarakat, 7(4). https://doi.org/10.30651/aks.v7i4.18315

Jones-Roberts, C., & Bechtold, C. (2024). Experiential learning in higher education. Journal of Technology-Integrated Lessons and Teaching, 3(2), 53-63.

Kwon, C. (2018). Verification of the possibility and effectiveness of experiential learning using HMD-based immersive VR technologies. Virtual Reality, 23, 101-118. https://doi.org/10.1007/s10055-018-0364-1.

Latifah, A. N., Pratiwi, I. A., & Kuryanto, M. S. (2023). Peran Guru dalam Menghadapi Siswa Slow Learner di Sekolah Dasar. Jurnal Basicedu, 7(4), 2650–2662. https://doi.org/10.31004/basicedu.v7i4.5895

Liu, J., Mak, P., Chan, K., Cheung, D., Cheung, K., Fong, K., Kor, P., Lai, T., & Maximo, T. (2024). The Effects of Immersive Virtual Reality–Assisted Experiential Learning on Enhancing Empathy in Undergraduate Health Care Students Toward Older Adults With Cognitive Impairment: Multiple-Methods Study. JMIR Medical Education, 10. https://doi.org/10.2196/48566 .

Lowell, V., & Yan, W. (2023). Applying Systems Thinking for Designing Immersive Virtual Reality Learning Experiences in Education. TechTrends. https://doi.org/10.1007/s11528-023-00922-1.

Makransky, G., & Petersen, G. (2021). The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality. Educational Psychology Review, 33, 937 - 958. https://doi.org/10.1007/s10648-020-09586-2

Matovu, H., Ungu, D., Won, M., Tsai, C., Treagust, D., Mocerino, M., & Tasker, R. (2022). Immersive virtual reality for science learning: Design, implementation, and evaluation. Studies in Science Education, 59, 205 - 244. https://doi.org/10.1080/03057267.2022.2082680 .

Miguel-Alonso, I., Checa, D., Guillen-Sanz, H., & Bustillo, A. (2024). Evaluation of the novelty effect in immersive Virtual Reality learning experiences. Virtual Reality, 28, 1-23. https://doi.org/10.1007/s10055-023-00926-5

Mumpuniarti, M., Handoyo, R. R., Pinrupitanza, D. T., & Barotuttaqiyah, D. (2020). Teacher’s pedagogy competence and challenges in implementing inclusive learning in slow learner. Cakrawala Pendidikan, 39(1), 217–229. https://doi.org/10.21831/cp.v39i1.28807

Nurliasari, L., Kurniawan, E. H., & Muchyidin, M. S. (2025). Millealab as A Virtual Reality-based Learning Platform for Slow Learners Students. Jurnal Paedagogy, 12(1), 110. https://doi.org/10.33394/jp.v12i1.13692

Okterina, E., Farah, D. N., Zila’aidah, N., Widajati, W., & Fauzan, R. A. (2025). Pengembangan Busy Book Digital untuk Mengoptimalkan Kemampuan Kognitif Anak Slow Learner. Kalam Cendekia: Jurnal Ilmiah Kependidikan, 13.

Rachmadtullah, R., Tanod, M. J. T. M. J., Rasmitadila, R., Irawan, N., McNeilly, A., & Suharni, S. (2024). Elementary School Teachers' Perspectives on Utilizing Artificial Intelligence for Developing Learning Media. Journal of Integrated Elementary Education, 4(1), 71-82.

Rahmawaty, S. N., Karsidi, R., & Yuwono, J. (2023). Web-Based Syllable Reading Learning Media (BASUKA) For Beginning Reading For Slow Learner Students At Elementary School Level. In Journal of Disability (Vol. 3, Issue 2).

Samodro Adjie, B., & Malawi, I. (2024). Analisis Faktor Penyebab Dua Anak Slow Learner di SD Negeri Bacem Kelas VI. Jurnal Pendidikan Tambusai.

Sari, A. P., & Munir, M. (2024). Pemanfaatan Teknologi Digital dalam Inovasi Pembelajaran untuk Meningkatkan Efektivitas Kegiatan di Kelas. Digital Transformation Technology, 4(2), 977–983. https://doi.org/10.47709/digitech.v4i2.5127

Satria, A., & Sutabri, T. (2025). Pengembangan Pembelajaran Virtual Reality Berbasis Metaverse Menggunakan Metode ADDIE. Router : Jurnal Teknik Informatika Dan Terapan, 3(2), 01–09. https://doi.org/10.62951/router.v3i2.409

Sukesi, K., Brillian Pintakami, L., Wahyu Satriawan, P., & Pertanian, F. (2024). Pemanfaatan Virtual Reality Sebagai Pendukung Pembelajaran Inklusif: Studi Kasus Siswa Berkebutuhan Khusus Spektrum Slow Learner. Indonesian Journal of Engagement, Community Services, Empowerment and Development, 4(1). https://doi.org/10.53067/ijecsed.v4i1

Sukinah, Mumpuniarti, & Murdiyani, K. K. (2024). Learning Accommodation for Slow Learners in Inclusive Elementary Schools. INKLUSI, 11(2), 247–266. https://doi.org/10.14421/ijds.110207

Wahyuningsih, B. Y., Made, N., & Suranti, Y. (2023). Strategi Pembelajaran Efektif Bagi Siswa Slow Learner: Sebuah Kajian Literatur. Indonesian Journal of Elementary and Childhood Education, 4.

Wanabuliandari, S., Wardono, Susilo, B. E., Bintoro, H. S., & Mariani, S. (2025). A Systematic Literature Review on Slow Learners’ Problem-Solving in Mathematics Education. In International Journal of Learning, Teaching and Educational Research (Vol. 24, Issue 3, pp. 699–724). Society for Research and Knowledge Management. https://doi.org/10.26803/ijlter.24.3.33

Zakiah, L., Supena, A., & Wulandari, N. (2022). Parents Collaborative Approach to Handle Slow Learners in The Inclusive Elementary Schoo. Jurnal Ilmiah Sekolah Dasar, 6(1), 116–124. https://doi.org/10.23887/jisd.v6i1.41429

Downloads

Additional Files

Published

2026-03-28

How to Cite

Elvirawati, I. C., Rachmadtullah, R., & Rosidah, C. T. (2026). Developing Immersive Virtual Reality-Based Experiential Learning to Improve Communication and Problem-Solving Skills of Slow Learners in Inclusive Elementary Schools. AL-ISHLAH: Jurnal Pendidikan, 18(1), 383–393. https://doi.org/10.35445/alishlah.v18i1.8804

Issue

Vol. 18 No. 1 (2026): MARCH 2026

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.