Integration of Metaverse Technology in Geography Education: Guidance on Designing 3D Media for Deep Learning

Adip Wahyudi; Evi Fitriana; Slamet Arifin; Dewa Putra  Cisnaulin; Feri Fahrian  Maulana

doi:10.58230/3j1st769

Authors

Adip Wahyudi Department Geography, Faculty of Social Science, Universitas Negeri Malang
Evi Fitriana Department Geography, Faculty of Social Science, Universitas Negeri Malang
Slamet Arifin Elementary Education, Graduate School, Universitas Negeri Malang
Dewa Putra Cisnaulin Department Geography, Faculty of Social Science, Universitas Negeri Malang
Feri Fahrian Maulana Master of Populations, Graduate School, Universitas Gadjah Mada

DOI:

https://doi.org/10.58230/3j1st769

Keywords:

Deep Learning, Geography TKA Items, Geography Teacher Association, Pretest-Posttest Analysis

Abstract

This study aims to enhance geography teachers' professional competencies in developing Metaverse-based interactive learning media to support deep learning. The initiative addresses the challenges faced by geography teachers in integrating immersive digital technologies into teaching practices in response to the demands of Society 5.0.

This study employed a descriptive qualitative approach using a Service Learning framework. The program involved 16 geography teachers from the Batu City Teachers' Working Group (MGMP) and was conducted through hybrid mentoring sessions at SMAN 1 Batu and via Google Meet. Data were collected through participatory observation, interviews, reflection sheets, and assessments of Metaverse-based 3D learning media developed by participants. The data were analyzed using thematic analysis.

The findings indicated that Metaverse-based mentoring supported teachers in developing interactive 3D geography learning media, particularly for visualizing lithospheric phenomena, mountainous topography, and disaster vulnerability. The activities encouraged a shift toward more collaborative and technology-integrated instructional practices. Challenges related to limited hardware and internet connectivity were addressed through web-based platforms and small-group collaboration. Participants also demonstrated improvements in their ability to design and utilize immersive digital learning resources.

Metaverse-based mentoring offers a promising approach to strengthening geography teachers' digital competencies and promoting interactive, collaborative, and spatially oriented learning. The findings highlight the potential of immersive technologies to support deep learning in geography education, particularly through realistic visualization and contextual exploration of geographical phenomena.

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