The Conceptualization of VIVO (Visual Interactive Virtual Object) in the Transformation of Science Learning in Elementary Schools
Keywords:
VIVO, Artificial Intelligence, Science Learning, Elementary SchoolAbstract
The rapid advancement of Artificial Intelligence (AI) technology offers significant opportunities for transforming instructional media in elementary schools; however, its implementation often lacks a strong theoretical foundation. This study aims to conceptualize VIVO (Visual Interactive Virtual Object) as a novel learning framework for elementary science education to bridge students’ understanding of abstract concepts. In this study, VIVO is positioned not as a commercial representation, but as a conceptual paradigm in learning design. VIVO is defined as a learning concept based on intelligent digital media that integrates dynamic visualization, precise interactivity, and adaptive virtual objects to facilitate students’ active and contextual construction of conceptual understanding. The research employs a qualitative descriptive method using content analysis and a literature review that synthesizes theories of multimedia learning, cognitive load, and constructivism. The findings indicate that the VIVO concept consists of four main components: AI-supported dynamic visualization, guided interactivity, contextual virtual objects, and adaptive visual scaffolding. From a theoretical perspective, VIVO has the potential to reduce extraneous cognitive load and enhance students’ active engagement through interactive manipulation of virtual representations. In conclusion, this study provides a theoretical foundation for the development of intelligent digital learning media that function not merely as tools for information delivery, but as instruments for knowledge construction. These findings imply the need for a paradigm shift in instructional media design toward more interactive and adaptive learning environments. The proposed VIVO framework is expected to serve as a basis for future research and development (R&D) studies to empirically examine its effectiveness in improving students’ science learning outcomes in real classroom settings.
References
Aeni, L. H., Ni’mah, A. G. F., Cahyani, I. A., & Fatharani, M. (2025). Analisis Posisi Penggunaan Teknologi dalam Pembelajaran Berdasarkan PICRAT Matrix. Jurnal Pembelajaran Inovatif, 8(1).
Amalia. (2024). Pemanfaatan media pembelajaran berbasis Artificial Intelligence (AI) di sekolah . In Penerbit NEM.
Anjani, N. (2025). KAJIAN LITERATUR: SCAFFOLDING BERBASIS MEDIA DALAM MENDUKUNG ZONE OF PROXIMAL DEVELOPMENT (ZPD) PESERTA DIDIK. Jurnal Citra Pendidikan (JCP), 5(1), 88–100.
Astri, I. P., Sulasmi, E., Dongoran, F. R., Muhammadiyah, U., Utara, S., Teknologi, I., & Digital, K. (2025). TANTANGAN DAN PENDUKUNG INTEGRASI TEKNOLOGI DIGITAL DALAM IMPLEMENTASI KURIKULUM MERDEKA : PEDAGOGI: Jurnal Ilmiah Pendidikan, 11(1), 39–50.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches . In Thousand Oaks, CA: Sage Publications.
Csikszentmihalyi. (2014). Flow and the Foundations of Positive Psychology: The Collected Works of Mihaly Csikszentmihalyi . Springer. Doi.Org, 2014.
Duffy, T. M., & Jonassen, D. H. (2013). Constructivism and the Technology of Instruction: A Design Dialogue . In Routledge. doi.org.
Johnson, E. B. (2002). Contextual Teaching and Learning: What It Is and Why It’s Here to Stay. In Corwin Press.
Kirschner, P. A. (2018). From cognitive load theory to collaborative cognitive load theory. International Journal of Computer-Supported Collaborative Learning, 13(1).
Luckin, R. (2018). Machine Learning and Human Intelligence: The Future of Education in the 21st Century . In UCL Press. doi.org.
Mayer, R. E. (2021). Multimedia Learning (3rd ed.). In Cambridge University Press.
Nurhidayanti, M. (2025). Penggunaan Video Pembelajaran Berbasis Animasi untuk Meningkatkan Pemahaman Konsep pada Mata Pelajaran Fisika. Jurnal Media Dan Teknologi Pembelajaran, 1(1), 35–42.
Piaget, J. (1972). The Psychology of the Child. In New York: Basic Books. https://doi.org/https://doi.org/10.4324/9780203990156
Prananda, G., Wardana, A., & Darniyanti, Y. (2021). Pengembangan Media Video Pembelajaran Tema 6 Subtema 2 Untuk Siswa Kelas SD Negeri 17 Pasar Masurai 1. Jurnal Dharma PGSD, 1(1), 38–45.
Sae, H. L., & Radia, E. H. (2023). Media Video Animasi Dalam Pembelajaran IPA Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa SD. Indonesian Journal of Education and Social Science, 2(2), 65–73. https://doi.org/10.56916/ijess.v2i2.474
Shaniya. (2024). AI Dalam Pembelajaran . In GUEPEDIA.
Sweller, J. (2020). Cognitive Load Theory: Methods to Manage Working Memory Load in the Learning of Complexity. Current Directions in Psychological Science, 29(4).
Swistiyawati, N. L. P. (2024). Program Studi Pendidikan Guru Sekolah Dasar , Institut Teknologi dan Pendidikan Markandeya. DE_JOURNAL (Dharmas Education Journal), 5(2), 1316–1324.
Tjhong. (2025). Psikologi Pendidikan: Konsep Dasar, Teori dan Implikasinya dalam Pembelajaran. In PT. Sonpedia Publishing Indonesia.
Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. In Harvard University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Gingga Prananda
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
