Integrating Virtual Reality into Biodiversity Learning: Differentiated Instruction Based on Junior High School Students^ Learning Styles Dewi Susanti (a*), Dahlan Noor Aziz (b)
a) Biology Education, Universitas Pendidikan Indonesia
b) SMPN 9 Cirebon
Abstract
The success of biology instruction depends on teachers^ ability to adapt methods to students^ diverse learning needs. Biodiversity, as a fundamental topic in biology, often presents challenges for learners due to its complex concepts and wide range of material. This study investigates the integration of Virtual Reality (VR) within differentiated instruction based on students^ learning styles to improve biodiversity learning outcomes among junior high school students. A quasi-experimental design was employed involving 36 participants. At the outset, a diagnostic test identified students^ learning styles, which served as the foundation for differentiated instruction. Visual learners explored biodiversity through VR and constructed food chain diagrams, kinesthetic learners engaged in role-play and created simple physical models, while auditory learners studied with recorded instructional materials and produced short oral summaries or podcasts. The findings revealed that visual learners outperformed kinesthetic and auditory peers, suggesting that combining VR with representational tasks is particularly effective in supporting understanding of biodiversity concepts. The study contributes novelty by integrating immersive digital learning tools with differentiated instruction, implementing dual-task designs tailored to each learning style, and highlighting the potential of VR to simplify complex biological concepts.
