Alternative Virtual Lab-Based Practical Learning Model to Improve Scientific Attitude and Science Process Skills

A virtual laboratory is computer software that has the ability to perform mathematical modeling of computer devices presented in the form of simulations. Virtual laboratories are not a substitute for real laboratories, but are used to complement and improve the weaknesses of real laboratories. This research aims to determine the effect of virtual labs on science education students' scientific attitude abilities and science process skills in science courses. The design of this research is a repeated pre-experiment without a control class, with a one-group and pretest-posttest design. The sample in this study was 60 students of the science education study program at Makassar State University, Indonesia, used as experiment 1 group A (n = 30), experiment 2 group B (n = 30). Two groups (experiment 1 and experiment 2) were tested with a pretest and posttest. Each group uses a virtual lab-based practical model (PbVLab). Scientific attitudes and scientific skills were measured using multiple choice tests before and after treatment. The mixed method ANOVA statistical test was used to determine how effective the use of PbVLab was in improving scientific attitudes and science process skills. The results of testing research based on Within-Subjects Effects showed that there was no difference between the pretest-posttest scores for scientific attitudes and scientific skills (F = 0.00; p < 0.05) in each group. The results of the pairwise comparison showed a significance value of <0.05, and there was a significant increase in the pretest-posttest scores for scientific attitudes and science process skills in each group. The effect size results (partial eta squared) show that experimental group 1 experienced an increase in scientific attitudes by 52%; science process skills 53%, experimental group 2 scientific attitudes 54% and science process skills 56%. So, it can be concluded that experimental group 1 and experimental group 2 (PbVab model) provide the most effective contribution to improving scientific attitudes and science process skills.


INTRODUCTION
The industrial revolution 4.0 in the 21st century era, the development of science is very fast, for the sustainability of science and is necessary to have for to investigations.This is in line with Prisecaru's statement which said that in the era entering platform required (Prisecaru, 2016).On the other hand, during the current Covid-19 pandemic, learning on campus is carried out, in Indonesia which of high school students, is 51.93% of six science process skills indicators, i.e : observing, classifying, e-Journal: http://doi.org/10.21009/1interpreting, predicting, formulating hypotheses, experiments, and communicating (Elvanisiet et al, 2018).The aim of this research is to answer questions 1) how is the implementation of PbLab in improving students' scientific attitudes and science process skills in studying natural phenomena; 2) is there no difference in the increase in scientific attitudes and science process skills of students in experiment 1 and experiment class 2 after participating in PbLab; 3) how big is the effect size of implementing PbLab on scientific attitudes and scientific process skills.
In addition, research conducted by students of science education at Makassar State University shows that the scientific attitude of junior high school students in junior high schools in Indonesia is very low, but after they are given learning with a approach, their science process skills improve (Bonga et al., 2017).Showed scientific literacy of Indonesian children was still low.Even though known, but scientific, be able to scientifically, The PbVLab model is one way for teachers to interact with students doing related to physical phenomena that, as stated by Gunawan, et al, 2019.
By applying the PbVLab Model to learning, it is suspected that students can be trained on scientific attitude indicators, which according to Yafie (2019), include: curiosity, respect for, discovering, sensitivity.Luo et al., 2020;Susantini et al., 2016;Martiningsih et al., 2018;Guswita et al., 2018;Priyayi, (2020), stated that scientific attitude is one of the variables that determine success in learning Natural Sciences and found in Indonesia was low on in the range of 3.2 -4.7.Likewise, by applying a PbVLab Model to learning, it is suspected that it can train indicators, which: observation (Tawil & Liliasari, 2014;Rahayu & Anggraeni, 2017).In addition, the PbVLab Model is one of the technology applications that can make learning more detailed, more adaptive, and more interactive for students.This is in accordance with the findings of Economic Co-operation and Development (OECD) which concludes that technological innovation has implications for education that change knowledge and skills (OECD, 2021).Therefore, by applying the PbVLab Model in physics learning, it is suspected that it can help teachers to better understand how different students learn and can help the education system better match the required resources.Here, the knowledge and skills that teachers have in utilizing Information and Communication Technology (ICT) and integrating it into education is very important.PbVLab Model in physics learning improve students' scientific attitude, science process skills.Previous research was conducted survey or correlational, in this research experimental research was carried out, so that the influence of the treatment on the variables of scientific attitudes and scientific process skills was more visible.
The PbVLab Model can reduce experimentation students simulations.Through a PbVLab Model, students student, and errors, to immediately experiment the experimental results obtained will be the same as the results of the expensive PLab experiments.tall.The virtual lab overcomes some of the shortcomings of PLab, it does.Wong et al., (2020) found that applying VLab and Microcomputer-Based students understand the intent of the experiment and increase student interest.suggested VLab Microcomputer-Based Lab student.Arista & Kuswanto, (2018), combining a with an android smartphone, the learning quality is very good.
There are six (6) phases of PbVLab model steps, i.e: 1) observing, at this stage students make observations on the simulation object being investigated, 2) questioning, at this stage students ask questions or problems according to the results of observations obtained in simulation, 3) constructing, with an experiment, at this stage students carry out experiments to answer questions or problems, 4) analysis results, at this stage students analyze data from experimental, 5) results and conclusion, at this stage students make conclusions based on the findings of their investigation, 6) report results, at this stage students report the findings of the investigation through discussion (Raja, 2016).Practical topics, namely investigating: the relationship of force and surface area to the magnitude of the pressure, the relationship of mass to the magnitude of the pressure, the effect of activity (depth, gravitational acceleration, and density) on hydrostatic pressure, Archimedes' law, conditions for objects to float, float, and law Pascal, the concept of gas (air) pressure and the relationship between altitude and air pressure, the principle of pressure in everyday life, one of which is in the osmosis experiment (Rusli et al., 2020).
Scientific attitude is an individual's tendency to behave to solve problems based on objective scientific knowledge (Khery & Khaeruman, 2018).There are eight indicators of scientific attitude, namely: mindedness to (Yafie, 2019).Vasimalai, 2019, stated that scientific attitude allows humans to think rationally and is the most important outcome teaching of science.

The Research Method
Design with a non-randomized control group pre-test and post-test model (Allen, 2017;Ramdani et al., 2021)  Remark: O1 and O3: pretest scientific attitude, and science process skills O2 and O4: posttest scientific attitude, and science process skills X : treatment using PbVLab Model Final taking static and dynamic fluids even semester of 2021-2022 in Department of Natural Science Education.This study group A (30), group B (30).Group A and B instructions, was given the PbVLab Model is done asynchronously and synchronously online.

Data Collection Tools
The scientific attitude instrument consists of 30 items and science process skills 25 item test a score range of 0-1, and a response questionnaire of 6 items.Analysis of the coefficient of internal consistency of the test using Gregory analysis and student and teacher SPS data analysis using descriptive and inferential analysis with SPSS 21.

Validation and Reliability of Research Instruments
Validation analysis using Gregory analysis (Arlini et al., 2017) as shown in Table 1.To calculate the internal consistency coefficient value (internal validation) using (1), and to determine the category in TABLE 2. The validation results show that the creativity test, and questionnaire responses, each of which the internal validation value is greater than 0,8 including the high category, this is eligible for use in the study.Reliability analysis of scientific attitude, science process skills tests and response questionnaires To calculate the percentage of agreements between the two raters whose data is only "yes" or "no", formula (2) is used (Grinnell, as citied in Sumaryanto et al., 2015).The results of the reliability analysis are 99 percent, 98 percent, and 98 percent, respectively; which is greater than the lower limit of the reliability coefficient .75,meaning that all research instruments are reliable.

Percentage of Agrrement
(2) PbVLab Model increases student scientific attitude, science process skills by using scientific test instrument PbVLab Model.scientific attitude, form questions, scientific indicators: (1) attitude, (2) dicovery, (3) open-minded attitude, (4) cooperation.Science process skills, i.e: (1) observing, measuring, (2) classifying, (2) hypotheses, (3) using tools and materials, (4) interpreting data, as well as concluding, ( 5) communicating (Tawil & Liliasari, 2014;Rahayu & Anggraeni, 2017).The scores obtained from the scientific attitude, science process skills learning were (3) is used in    (1) the a scientific attitude, and a science process skills score, which is significant, (2) the average scientific attitude, and a science process skills normalized gain score moderate category, (3) mean scientific attitude, and a science process skills normalized gain score between A group, B group, (4) effect size is moderate effect category, (5) the percentage of is good category.The results of student responses to the PbVLab Model are in Table 22.The average student response score is 90.22%.
This finding proves the PbVLab Model can train scientific attitude, science process skills.Wong et al., (2020), PbVLab Model can increase student interest and learning outcomes.
Table 7-11, the results of the scientific attitude, science process skills sample normality tests are all normally distributed.Table 16, the significant value of .000 is smaller than the value of .05,which is scientific attitude and t-values are -17.46 and -14.73 which indicate is greater scientific attitude.
Table 18, the "t" values are negative, respectively: -24.73, -15.06 which indicates that the posttest is greater than the procedural pretest.These results prove that there is an increase in scientific attitude, science process skills after the PbVLab Model is applied.This finding indicates that the PbVLab Model can be applied to train scientific attitude, science process skills indicators.These activities are included in the PbVLab model.Wong et al., (2020), VLab can increase student interest and learning outcomes.
Furthermore, the results of the scientific attitude effect size test for A group and B group are .52,.54included in moderate effect and science process skills .53,.56 are included in the moderate effect, fulfilling the requirements for the effectiveness of the PbVLab Model.Active participation of students in virtual laboratory, developing scientific attitude, science process skills through VLab activities Topalsan, (2020); Aşkın & Öz, (2020).
Student responses obtained is 90.22%.This, new, increasing scientific attitude, science process skills with the PbVLab Model.It shows that by applying the PbVLab Model.Very active in responding to all activities in learning, for example digging information through observation, formulating problems/asking questions, making hypotheses, testing hypotheses through virtual laboratory, create new equations, conduct improvements in investigations related to the concepts, principles and laws of e-Journal: http://doi.org/10.21009/1science, conduct group discussions.Mnguni & Mokiwa, (2020); Topalsan, (2020); Rusli et al., (2020), stated that through science activities in learning, it will provide opportunities for students to discover concepts, principles and laws of science through practical work on abstract science materials.
PbVLab Model students conduct experiments or experiments virtually using the Website http://phet.colorado.edu,(2021), Physics Education Technology (PhET) simulation.experiments include: (1) investigating the relationship of force and surface area to the magnitude of pressure; (2) investigating the relationship of mass to the magnitude of pressure, (3) investigating the effect of activity (depth, acceleration of gravity, and density) on hydrostatic pressure, (4) investigating Archimedes' law, (5) investigates the conditions for objects to float, float, and sink, (6) investigate Pascal's law, (7) investigate the concept of gas pressure (air) and the relationship between altitude and air pressure, ( 8) analyze the principle of pressure in everyday life.Opinion expressed by: Prihatiningtyas, (2013); Mubarok & Mulyaningsih, (2014); Sinulingga et al., (2016); Saputra et al.,(2020); Hung & Tsai, (2020), stated that applying the PhET simulation program in science learning activities and learning research Herga et al., (2015); Suleman & Kumar, (2019); Penn & Mavuru, 2020;Said et al., (2020), found that there was a correlation between conducting virtual experiments that would have an impact on students' science skills.
The weakness of this research is that it does not use a control class by implementing manual Lab as a comparison class to test the effectiveness of implementing the PbVLab model.This research area is very limited to two experimental classes, it is recommended that other researchers can expand it to several classes with a larger sample size.The variables of scientific attitude and scientific process skills can still be studied in more depth, especially the indicators of curiosity and qualitative observation skills, and experimental design skills.

CONCLUSION
PbVLab Model that is applied is scientific attitude, science process skills.Average science process skills normalized gain for A group and group B, respectively, was .75 and .72.The effect size scientific attitude on group A group and B respectively .52 and .54 is included in the category of strong effect, science process skills on group A and group B respectively .53 and .56 is included in the category of moderate effect.Group A and group B meet the effectiveness requirements of the PbVLab Model.The average student response results are 90.22%,only the PbVLab Model is an alternative to a virtual science practice in training students' college.This research found that the alternative Virtual Lab-Based Practical Learning Model to Improve Scientific Attitude and Science Process Skills.This research area is very limited to two experimental classes, it is recommended that other researchers can expand it to several classes with a larger sample size.The variables of scientific attitude and scientific process skills can still be studied in more depth, especially the indicators of curiosity and qualitative observation skills, and experimental design skills.
experts give weak relevance e-Journal: http://doi.org/10.21009/1B = The first expert gives strong relevance.The second expert gives weak relevance C = The first expert gives weak relevance.The second expert gives strong relevance D = Both experts give strong relevance as shown in TABLE1.Before the PbVLab Model is implemented in physics learning, all an with same material.

Table 3 .
Content validation category Interval

TABLE 4 .
The Normalized Gain Categories

TABLE 5 .
The Effect Size Categories Application of the PbVLab Model questionnaire.Were, Analysis of EQUATION (5) is used.

TABLE 6 .
The Category of Percentage Response

TABLE 7 .
Tests of Normality Scientific Attitude

TABLE 7 ,
the significance values for the pretest are .09,posttest .09,normalized gain .15.These results indicate that the pretest, posttest, and normalized gain is normalilty distribution.

TABLE 8 .
Tests of Normality Scientific Attitude

TABLE 8 ,
the significant values for the pretest are .08,posttest .09,and normalized gain .15.These results indicate that the pretest, posttest, and normalized gain is normalilty distribution.Science process skills tests on A group and B group is in TABLE 9-10.

TABLE 8 .
Tests of Normality Science Process Skills

TABLE 9 ,
the significance values for the pretest are .07,posttest .08,normalized gain .564.These results indicate that the pretest, posttest, and normalized gain is normalilty distribution.

TABLE 10 .
Tests of Normality Science Process Skills

TABLE 10 ,
the significance values for the pretest are .08,posttest .06,normalized gain .20.These results indicate that the pretest, posttest, and normalized gain is normalilty distribution.For "t" purposes of testing the independent data variable the mean score of normalized gain scientific attitude, science process skills on A group and B group, then the normality test and homogeneous test were carried out.The normalized gain normality test of factual on A and B group shown in TABLE 11.

TABLE 11 .
Test of Normality Normalized Gain

TABLE 11 ,
the significance values for A group and B group normalized gain data are .15and .15,respectively.These results indicate each A group and B group is normalilty distribution.The normalized gain normality test of students' scientific attitude on A group and B group is shown in TABLE 12.

TABLE 12 .
Test of Normality Normalized Gain

TABLE 12 ,
the significance values for A group and B group normalized gain data are .56and .20,respectively.These results indicate each A group and B group is normalilty distribution.The student scientific attitude, science process skills normalized gain homogeneity test is shown in TABLE 13.

TABLE 13 ,
the significance value for the scientific attitude and science process skills normalized gain data is above .05.These results indicate of two samples homogeneous PbVLab Model is a learning restoration that can improve student scientific attitude, science process skills.There are five phases of the steps of the PbVLab Model, i.e: observing, (2) questioning, (3) hypothesis, (4) experiment, (5) analysis result, (6) result.PbVLab Model and their relationship to each of the scientific attitude, science process skills indicators being trained is presented in TABLE 14.

TABLE 15 .
Average Scientific Attitude Score

Table 15 ,
show the value the applying the PbVLab Model in group A and group B. This student's scientific attitude scores after implementing PbVLab Model, in the a for A group and B group.

TABLE 16 .
Test of Paired TABEL 16, show the applying the PbVLab Model for A group and B group with a signifikant preest, posttest scores, was scientific attitude scores applying the PbVLab Model e-Journal: http://doi.org/10.21009/1for A group and B group.The average score of A group, B group science process skills in TABLE 16.

TABLE 17 .
Average Science Process Skills core

TABLE 18 .
Test of Paired

TABLE 18 ,
show the in applying the PbVLab Model for A group, B group with a signifikant (p) value preest, posttest scores, was science process skills scores applying the PbVLab Model for group A and group B. Then an independent sample conducted average normalized gain score to test the hypothesis no alpha .05average score of normalized gain scientific attitude of student's in applying the PbVLab Model group A and B with using SPSS version 21.The result independent sample t-test of average score normalized gain scientific attitude in A group, B group are in TABLE 19.

TABLE 19 .
Test of Independent SamplesIndependent sample in applying the PbVLab Model for A group and B group with is greater than .05,no in normalized gain mean of student's scientific attitude in applying the PbVLab Model is significant between A group and B group.The result of independent sample t-test of student's average score normalized gain science process skills in A group and B group are in TABLE20.

TABLE 20 .
Test of Independent SamplesIndependent sample student's in applying the PbVLab Model for A group and B group with significant value is greater than .05,no in normalized gain mean of student's science process skills in applying the PbVLab Model that is significant between group A and group B. The results of determine effect size PbVLab Model are TABLE 21.

TABLE 21
shows the effect size value of student's scientific attitude in applying the PbVLab Model in A group .52,B group .54including the moderat effect category, the effect size value of student's science process skills in applying the PbVLab Model in group A .53; B group .56including the moderate effect category, fulfilling the requirements for the effectiveness of the PbVLab Model, of data and of the research results

TABLE 22 .
The Results of Student Response Questionnaire Assessment