Needs Analysis of Virtual Reality–Based Learning Media for Junior High School Science Education

Abstract

The rapid development of digital technology has encouraged the integration of innovative learning media in science education, particularly Virtual Reality (VR), to enhance students’ learning experiences. This study aims to analyze the needs for Virtual Reality–based learning media in junior high school science education by examining students’ perceptions, learning challenges, and expectations toward immersive learning technologies. A needs analysis approach was employed using a quantitative descriptive method. Data were collected through questionnaires distributed to junior high school students during science learning activities. The results indicate that 87% of students agreed with the use of VR-based learning media, perceiving it as engaging, interactive, and helpful in understanding abstract science concepts. Students also expressed that VR media could increase learning motivation and provide more concrete visualization compared to conventional learning methods. These findings suggest a strong demand for the development and implementation of VR-based learning media in junior high school science education. Therefore, this study provides empirical support for educators and developers to design VR-based instructional media that align with students’ learning needs and characteristics, contributing to more effective and meaningful science learning experiences.