Development of Game Education Basic Virtual Augmented Reality in Geometry Learning
The condition of the educational game now is so rapid development, one of the indicators is that students are busy playing games in between lectures, so that it raises concern as teachers to add value to the benefits of games in lectures adapted to the current millennial era. The purpose of this study is to determine the design of making educational games based on VAR (Virtual Augmented Reality) in learning geometry that is valid (feasible) at tertiary institutions. The research method uses the ADDIE R&D model (Analysis, Design, Development, Implementation, Evaluation). we can first make changes to ADDIE analysis model, consist of design, development, dissemination, in the analysis steps of the analysis of the needs analysis with the teacher and children of kindergarten PGRI 73 Semarang added (1) choosing material according to the thematic, (2) the use of media play in class, (3 ) adjusted the way of thinking of children according to the theory of brunettes that is enactive, econic and symbolic performance learning, (4) educational games must be packaged in the form of pictures and voice commands only kindergarten children can not read, this is as a basis in making media design games education, the next step is to design an educational game media with the following design steps: (1) determining the material / material that you want to be included in the game (2) arrange the Game Play (story line / the player's journey while in the game), (3) create 3D assets such as trees, rocks, clouds, land and related objects using 3D software using Blender Software, (4) Making games (here use Unity Game Engiene) arranging all assets according to the gameplay gameplay that has been compiled, (5) Activating the Vuforia Plugin which provides a library that is used to create VR displays, (6) Programming game controls using Bluetooth Game Pad so that users can control the game, (7) Build applications, (8) Test the Bug, after the design of the educational game, then proceed with the validation of material experts with an average rating of 85% and media experts with an average value of 82.69% means that the media is appropriate to use. then a limited test has been conducted with the results of the average value of the experimental class x1 = 82,85 and the average control class x2 = 70,03 and tcount> ttable is 0,2001> 0,1647 then there are differences in student achievement between control class and experimental class.