Teaching and Learning Model for Using Virtual Simulations to Promote the Performance of Police Students

Abstract

Background and Aims: Simulation Approach is a learning activity that focuses             on letting learners act out and solve problems in a hypothetical situation, then make decisions and realize the consequences of their actions. It consists of important activity steps, such as introducing learners by recognizing the problems they will face and solving them to achieve results, letting learners ask questions, giving learners the opportunity to criticize their performance along with their reasons and beliefs for completing the task, emphasizing that learners can use their previous experiences               to connect new experiences and knowledge. It allows learners to create their own knowledge, to be alert all the time, to learn challenging things, to support them in finding answers by themselves, and for teachers to provide assistance to learners who need guidance in order to develop with potential. This research aims to: 1) Study              the results of using a virtual simulation teaching model. 2) Compare the learning ability before and after using a virtual simulation teaching model. 3) Study the learning competency.

Methodology: This is a mixed-method, quasi-experimental research. The data were 35 police cadets. The instruments used were a virtual simulation and an ability assessment form. Data were analyzed using the mean and standard deviation, and              the reference statistics were the t-test. Quantitative research The informants were 35 police cadets. The instruments were questionnaires using a ready-made statistical program, including frequency, percentage, mean, and standard deviation. For qualitative research, the informants used purposive sampling with 8 qualified experts. The instruments were interview forms. Data were analyzed using content analysis.

Results: The research results found that: 1. Learning ability scores using the virtual simulation teaching model of police cadets Situation 1 “Making noises, causing disturbances to others” Before studying, the average was 6.91, after studying 18.11 Situation 2 “Students fighting each other” Before studying, the average was 6.71, after studying 18.37 Situation 3 “Taking and possessing methamphetamine” Before studying, the average was 7.49, after studying 18.91 2. Comparison of learning ability scores before and after using the virtual simulation teaching model of 3 situations found that the average learning ability scores after studying were significantly higher than before studying at the .05 level. 3. The learning competence of police cadets at the Police Training Center, Region 3, was overall at a high level ( = 4.44. S.D. = 0.63).

Conclusion: The results of using the teaching model using virtual simulation of police cadets at the Police Training Center Region 3 in all 3 situations found that after studying, the average score was higher than before studying. The comparison of learning ability before and after using the teaching model using virtual simulation found that the average score of learning ability of police cadets after studying was significantly higher than before studying at the .05 level, which was in line with the hypothesis. And the study of learning competency of police cadets at the Police Training Center Region 3 was at a high level overall. The aspect with the highest average score was police ethics. Important recommendations include the use of simulation-based teaching methods in other short- term courses organized by the Police Academy to enhance learning skills.