The Influence of Environmental Insight and Virtual Reality Laboratory on Students' Argumentation - An Exploration of Solar System Concepts Integrated with Qur’anic Science

Oct 15, 2026

Uploaded by Putri

This study investigates how environmental insight, defined as students’ prior knowledge, and a virtual reality laboratory affect students’ argumentation when learning solar system concepts through Qur’anic science. A quasi-experimental design compared virtual reality and conventional laboratory environments across four junior high school science classes grouped by environmental insight level. Results show virtual reality improves argumentation about celestial bodies and the solar system, especially under Qur’anic contextualization. Students with low prior knowledge can outperform peers when supported by interactive VR learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Introduction

Scientific argumentation and learning variables

Toulmin Argumentation Pattern (TAP)

Virtual laboratories and contextual integration with the Qur’an

Research gap and study purpose

The Influence of Environmental Insight and Virtual Reality Laboratory on Students' Argumentation: An Exploration of Solar System Concepts Integrated with Qur’anic Science Neti Wulandari 1*, Wirawan Fadly1, Primus Demboh2 1Tadris IPA Department, Faculty of Education and Teacher Training, IAIN Ponorogo, Ponorogo, Indonesia 2Ministry of Secondary Education, Cameroon Government, Yaoundé, Cameroon *[Corresponding author: netiwulandari0904@gmail.com](Corresponding author: netiwulandari0904@gmail.com) ABSTRACT This study investigates the role of environmental insight—defined as students’ prior knowledge—and the use of a virtual reality laboratory in exploring celestial bodies and solar system content integrated with Qur’anic science, with a focus on their effects on students' argumentation abilities. The research employs a quasi-experimental design, utilizing a virtual reality laboratory to enhance students’ scientific argumentation during learning. Four junior high school science classes participated, categorized based on their previous levels of environmental insight and exposed to either virtual reality or conventional laboratory learning environments. The study found that the virtual reality laboratory significantly influenced students’ argumentation related to celestial bodies and the solar system, particularly when these topics were contextualized through Qur’anic science. Students began to construct more structured arguments when engaged in interactive dialogues about celestial phenomena. Critical argument components emerged specifically during discussions involving Qur’anic integration. Moreover, environmental insight was found to significantly affect students’ environmental and scientific argumentation within this integrated context. Importantly, students with low prior environmental knowledge were still able to outperform peers with higher prior knowledge when supported by virtual reality learning and interactive discussion. These findings highlight the importance of both prior environmental understanding and immersive, interactive learning environments in fostering scientific argumentation skills. Keywords Argumentation, Celestial bodies, Qur'anic science, Solar system, Environmental insight, Virtual real laboratory 1. INTRODUCTION Scientific argumentation skills play a crucial role in enabling students to articulate their arguments with valid evidence, rooted in a deep understanding of concepts, skills, and scientific thinking (Novanda et al., 2024) . These skills are increasingly integrated into learning processes to facilitate the acquisition of new knowledge (Apriyani & Alberida, 2023) . Key variables influencing argumentative learning patterns include: (1) technology-based teaching methods and media (Matovu et al., 2023; Ramli et al., 2023; Murdani et al., 2023); (2) students' early environmental insights (Rauf et al., 2021; Grogan et al., 2023); and (3) internalization of specific teaching topics (Haley & Uusimäki, 2024) . The Toulmin Argumentation Pattern (TAP) is a recognized model consisting of six components that shape the quality of students' argumentation (Rahayu et al., 2020) . TAP has been shown to influence students' scientific thinking, behavior, and communication, particularly with an environmental lens (Hasnunidah et al., 2019) . These components include: • Claim: Defines the direction and focus of arguments, representing key topics imparted by educators (Dawson, 2024) . • Ground: Serves as the foundation and support for the claim, linked to students' environmental insights (Härmä et al., 2021) . • Warrant: Connects data to claims through general principles (Dawson, 2024) . • Backing: Reinforces the warrant, often through collaborative methods and teaching materials (Jumariati et al., 2021) . Received: 31 December 2024 Revised: 21 March 2025 Published: 29 March 2025 • Rebuttal: Tests the strength of evidence by identifying weaknesses (Majidi et al., 2021) . • Qualifier:

FAQs

What is the role of environmental insight in the study’s argumentation outcomes?

Environmental insight, students’ prior knowledge, significantly affects their environmental and scientific argumentation in the integrated Qur’anic context.

How does the virtual reality laboratory influence students’ argumentation?

The virtual reality laboratory significantly influences students’ argumentation related to celestial bodies and the solar system, especially when contextualized through Qur’anic science.

Why does integrating solar system learning with Qur’anic science matter?

The integration supports deeper engagement and clearer critical argument components during discussions, helping students construct more structured arguments.

Oct 15, 2026

Uploaded by Putri