Development of Virtual Reality Technology in Entrepreneurial Learning

Containing Ethnopreneurship

ALBET MAYDIANTORO*, EEN YAYAH HAENILAH, HASAN HARIRI, RANGGA FIRDAUS,

SUNYONO, SUDJARWO,

Faculty of Teacher Training and Education,

University of Lampung,

Bandar Lampung, 35145,

learning module with Virtual Reality-assisted Ethnopreneurship. This study adopted the research development of

the Borg and Gall model using four stages (data collection, planning, product draft development, and field trials).

The data was collected through instruments that included a literature review, an expert validity test, and a

questionnaire followed by descriptive analysis. The results showed that developing entrepreneurship learning

modules containing Ethnopreneurship assisted by Virtual Reality was effectively used in learning to increase

entrepreneurial intentions. Research implications and recommendations are also discussed for future research.

Key-Words: - learning modules, entrepreneurship, ethnopreneurship, virtual reality.

Received: January 21, 2023. Revised: May 11, 2023. Accepted: June 9, 2023. Published: June 29, 2023.

the highest unemployment is high school graduates at

6.78%, vocational graduates at 8.63%, diploma

graduates reaching 6.89%, and graduates from higher

education at least 6.24%, [1]. BPS data shows the

highest percentage of unemployed Vocational High

School (SMK) graduates. Several factors cause the

number of SMK graduates to be unemployed. The

first factor is cultural barriers related to the culture

that develops in society, such as parents' pride when

their children are accepted as employees, [2], [3]. The

education and fostered through the learning process,

[6], [7], because the better the learning about

In the use of entrepreneurship learning modules,

teachers still utilize existing ones but have yet to find

any learning modules that contain entrepreneurship

from the local culture. In addition, virtual reality

applications have never been used as a medium for

entrepreneurship learning in vocational schools.

2 Literature Review

Behavioristic learning theory and constructivism, the

higher education levels. Entrepreneurship education is

delivered in various forms and sizes and carried out

by many private and public entities, [18], [19]. Many

approaches are used in these programs: face-to-face,

classroom, online, business simulation, and more.

training vary, [20], [21]. For example, some

microfinance organizations offer classroom training,

[22], and others offer it as part of regular group

meetings, [23], [24], some mandatory and some

Subjects (PKK) is based on the 2013 curriculum

structure, which groups PKK subjects for SMK/MAK

students into compulsory group subjects. This subject

aims to support one of the government's programs to

increase the skilled workforce and have an

entrepreneurial spirit.

by involving a specific triangulation of culture,

identity, and market, [26]. The concept of

Ethnopreneurship is presented in Figure 1.

dynamic image. A computer generates a 3D

environment where the user can participate in real-

time and experience the sensation of being there. The

two most important things to consider when creating

or using VR are real-time 3D virtual environments

and human interface devices that connect users. The

user can hear realistic sounds through the headset or

speakers, move around the virtual world, and interact

implementation steps shown in the following chart

(Figure 2):

the use of the surrounding environment. In addition,

learning uses learning models and methods such as

discussion, picture and picture, problem-based

learning, and project-based learning. In the use of

entrepreneurship learning modules, teachers still use

existing modules such as from textbooks. No

entrepreneurship learning module has been found that

contains examples of entrepreneurship from local

designing the module, and testing is done by expert

validation consisting of media experts, material

experts, linguists, and expert practitioners. The next

step is to test the validity of the attitude instrument,

entrepreneurial intention, and startup capacity.

4.1 Media Expert Validation

Media experts validated the functions and benefits of

entrepreneurship learning modules containing

Etnopreneurship assisted by Virtual Reality

Vocational High Schools (vocational high schools).

The results of the assessment by media experts can be

seen in Table 2.

entrepreneurship learning module containing

Etnopreneurship assisted by Virtual Reality

Vocational Schools (Vocational High Schools),

namely as follows:

in Table 3. Specifically, expert practitioners give a

score with an average of 4.4, which can be said to be

"Good" with a validation level of "Very Valid" so that

the entrepreneurship learning module containing

Etnopreneurship assisted by Virtual Reality can be

used.

4.3 Module Improvement Suggestions

After material, media, linguists, and practicing

experts have validated the product design, the

experts, they also provide advice related to the

entrepreneurship learning module containing

Ethnopreneurship assisted by Virtual Reality, namely

as follows in Table 4:

the entrepreneurship learning module containing

Ethnopreneurship assisted by Virtual Reality, while

the suggestions given by expert practitioners are as

follows in Table 7:

Table 7. Suggestions for improvement of material

experts, material experts, linguists, and practitioners,

the average percentage can be summarized in Table 8.

Table 8. Recapitulation of the validation test results

of media experts, material experts, linguists, and

expert practitioners

module effectively improves student learning

outcomes.

as well as testing and analyzing the effect of

results of the recapitulation of material experts

received an average of 4.8 with the criteria of "Good"

and a percentage value of 96% with a validation level

of 96.0%, which can be declared "Very Valid."

Second, the results of material experts assessed based

on the aspect of conformity with students' level of

development. The readability aspect had an average

module containing Ethnopreneurship assisted by

Virtual Reality could be "Very Valid" with a

average of 4.4, which is "Good," with a validation

level of "Very Valid." Based on the four validation

test results, it can be stated that the entrepreneurship

learning module product containing Ethnopreneurship

assisted by Virtual Reality can be said to be "Good,"

with an average result of 4.5 with a validation level of

89.5%, which is declared "Very Valid" so that the

entrepreneurship learning module contains

Ethnopreneurship. Assisted Virtual Reality can be

used. This learning module can also effectively

entrepreneurial intention in higher education,"

Education Sciences, vol. 10, no. 9, p. 257,

2020.

[9] K. R. S. Atmaja, "Pengaruh Attitude Towards

Behavior, Subjective Norms, dan Perceived

Behavior Control Terhadap Entrepreneurial

Intention Mahasiswa UC Jurusan IBM-RC

Angkatan 2016," Universitas Ciputra Surabaya,