DEVELOPMENT OF VIRTUAL REALITY (VR) AS A PRACTICAL DEVICE FOR TELEVISION BROADCASTING MANAGEMENT

The Open University Education Technology study program is in desperate need of a type of media that is able to provide maximum learning services to students. Therefore, a learning material product is needed to support these needs. Development research is needed for VR and AR-based learning materials to be realized. This research is a development research. The development model used refers to the ADDIE model (Analysis, Design, Develop, Implementation, and Evaluation). The choice of ADDIE model in this development research is based on several reasons, namely, this model is a procedural model, namely a model that is descriptive, showing clear and careful steps to produce the product. Study of competencies produce a competency map of the results of the study based on the principles of development of the field of study and the demands of educational technology expertise, especially Television Broadcasting Management. The results of the study of module materials found the existence of competency sequences that are not appropriate judging from the process or stages of Management. The results of this study showed that it is necessary to rearrange the competencies of i Correspondence: email dewiandry@ecampus.ut.ac.id Dewi Andriyani, Marisa, Susy Puspitasari, Mohamad Adning, Kusnindyah Puspito Hapsari, Deliana, Wibowo Mukti DEVELOPMENT OF VIRTUAL REALITY (VR) AS A PRACTICAL DEVICE FOR TELEVISION BROADCASTING MANAGEMENT European Journal of Open Education and E-learning Studies Volume 5 │ Issue 2 │ 2020 190 Courses TPEN 4312 and the Television Broadcasting Management Module should be revised. Reconstructing the Practice Handbook as a handle for students to perform practical tasks and Develop more suitable practical tools based on the results of practical tasks.


Introduction
Distance education provides broader learning opportunities by using flexible learning and learning methods, as well as providing, visiting and conveying knowledge to students wherever they reside, thus helping to realize universal access. Distance education is characterized by the distance between people who learn, teachers and with education management centers and more use / rely on the use of media. Open distance education (PTJJ) Students are not always in the guidance of teachers, they learn more independently that is able to study anywhere, anytime, and can choose a program according to their own needs. The reality in the field of students of distance learning programs is considered to have a low level of completion (study) with a low level of academic achievement. This problem can be understood because of the various conditions faced by remote learners that of course must be sought for solvers so that distance learning becomes in demand.
Every provider of distance education must constantly improve learning assistance services to students is no exception for the Open University which has implemented an open and distance education system since its inception. At the age of 36 years and has about 300 thousand students today must always make improvements in providing learning assistance services to students so that existing students can be maintained and improved achievements. How can the education services that have been provided be able to minimize the obstacles of the community (students) in accessing the various educational programs offered?
One form of learning assistance service is to provide face-to-face tutorials that are implemented with the aim of helping students solve various learning problems through additional explanations, information, discussions, and other activities. In addition, tutorials are also carried out to increase students' motivation to study and complete studies and develop independent learning skills. The provision of tutorials is an integral part of the learning process that implements a self-learning system. This face-to-face tutorial is one of the learning assistance services that are in great demand by students. Nowadays, tutorials especially TTM is a learning aid that must be followed by students. (Andriyani).
The teaching and learning process is the main activity of curriculum implementation that involves communication between teachers and learners. In distance education where teachers and learners are separated by place and time, communication can take place both in face-to-face and by media. Learning media becomes very important because through the media they learn to achieve competence. In the Open University Education Technology Program (Prodi TP-UT), there are several courses with Higher Order Thinking (HOT) competencies that require students to achieve the competency of the course by working on a project / practice. With the development of information and communication technology (ICT) today, separation between teachers and students, is not a barrier to achieving competence. Currently there are various appropriate learning media that can facilitate the achievement of competencies of HOT-level courses by students. One of them is learning media based on Virtual Reality (VR) and Augmented Reality (AR).
Virtual Reality (VR) or reality is a technology that allows users to interact with an environment simulated by a computer (computer-simulated environment), which is an actual environment imitated or an environment that really only exists in the imagination (wikipedia.org, December 5, 2019). In addition, it is also known as Augmented Reality (AR) based media, which is a technology that combines two or three-dimensional virtual objects into a real three-dimensional environment and then projects the virtual objects in time. Information displayed by virtual objects helps users carry out activities in the real world (wikipedia.org, 5 December 2019).
Both types of media as above are one type of media that has the potential to help students learn in distance education. Prodi TP-UT desperately needs this type of media, to provide maximum learning services to students with these considerations, a series of learning materials development activities are needed, to support the availability of both types of media mentioned above. Development research is needed so that VR and ARbased learning materials can be carried out properly.

Methodology
This research is a development research. Gay said (1990) that research and development is interpreted as an effort to develop an effective product, not test the theory. Development research is a process used to develop and validate educational products. The result of development research is not only the development of a product but also to find the answer to the practical problems of a product implementation.
The development model used refers to the ADDIE model (Analysis, Design, Develop, Implementation, and Evaluation). The choice of ADDIE model in this development research is based on several reasons, namely, this model is a procedural model, namely a model that is descriptive, showing clear and careful steps to produce the product. According to (Mulyatiningsih, 2013:201-202  Where, RS = Percentage of responses with certain criteria. From the results of these calculations, the assessment perception of the validity and feasibility of the Virtual Reality (VR) products tested can be concluded from the criteria (excellent, good, not good, very good) that have the highest percentage.

Analysis and Design
Study of competencies produce a competency map of the results of the study based on the principles of development of the field of study and the demands of educational technology expertise, especially Television Broadcasting Management. The results of the study of module materials found the existence of competency sequences that are not appropriate judging from the process or stages of Management. After conducting the study, the researchers then conducted research at the stage of planning, management and evaluation. At the planning stage, researchers conduct content needs analysis, analyze the characteristics of target audience, analyze competitor programs, conduct programming television shows with educational content, develop proposals for educational event programs and design strategies for promotion of educational event programs.

Development
At the management stage, researchers manage production human resources, manage production technology resources, manage production budgeting and manage production processes. While in the evaluation stage, researchers evaluate television programs / programs based on the internet and evaluate the effectiveness of television programs / internet-based programs. From Table 4 validation results of the development of Virtual Reality (VR) as a practical device of Television broadcasting management, showed validation of the material obtained the number of scores of 40 with a percentage of 83.33% in the criteria "excellent". Validation of the media obtained the number of scores of 47 or 73.33% is on the criteria "good". Validation of the design obtained the number of scores of 49 or 81.6% was on the criteria "excellent".   (2008) as effectively people, processes, physical infrastructure, and sources of financing to achieve the specified goals. Competencies that need to be achieved by education technology scholars related to television broadcasting management are 1. Ability to plan television programs, 2. Ability to manage the production of television programs, 3. Ability to evaluate television programs. The subdomain for television broadcasting management courses or internet-based program management is project management which is responsible for delegating a number of tasks in detailed parts of the work to end the main project. The competence of undergraduate education technology related to television broadcasting management courses is project management in planning, managing, and controlling television broadcasting content projects in order to realize a good learning environment and the creation of learning media resources, which take place continuously.

Conclusion
The results of this study showed that Virtual Reality (VR) as a television broadcasting management practice device developed proved valid and feasible to use. Therefore, the results of this study showed that it is necessary to rearrange the competencies of Courses TPEN 4312 and the Television Broadcasting Management Module should be revised. Reconstructing the Practice Handbook as a handle for students to perform practical tasks and Develop/purchase more suitable practical devices based on the results of practical tasks.