Alternative Virtual Lab-Based Practical Learning Model to Improve Scientific Attitude and Science Process Skills
DOI:
https://doi.org/10.21009/1.10105Keywords:
alternative learning models, practicum-based virtual lab, scientific attitude, science process skillsAbstract
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.
References
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Nugrahani, M. (2018). Pembelajaran Fisika dengan Pendekatan Saintifik menggunakan metode eksferimen dan metode proyek ditinjau dari kreatifitas dan kemampuan pemecahan masalah paa siswa kelas XI SMAN 2 Surakarta tahun pelajaran 2015-2016. Jurnal Pendidikan Konvergensi Edisi, 25, pp.49-68.
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Penn, M. and Mavuru, L. (2020). Assessing Pre-Service Teachers' Reception and Attitudes towards Virtual Laboratory Experiments in Life Sciences. Journal of Baltic science education, 19(n6A), pp.1092-1105.
Prihatiningtyas, S., Prastowo, T. and Jatmiko, B. (2013). Imlementasi simulasi PhET dan KIT sederhana untuk mengajarkan keterampilan psikomotor siswa pada pokok bahasan alat optik. Jurnal Pendidikan IPA Indonesia, 2(1).
Prisecaru, P. (2016). Challenges of the fourth industrial revolution. Knowledge Horizons. Economics, 8(1), p.57.
Priyayi, D.F., Airlanda, G.S. and Banjarnahor, D.R.V. (2020). Students’ scientific attitude during the Implementation of innovative green garden-based education. JPBI (Jurnal Pendidikan Biologi Indonesia), 6(2), pp.293-304.
Rahayu, A.H. and Anggraeni, P. (2017). Analisis profil keterampilan proses sains siswa Sekolah Dasar di Kabupaten Sumedang. Pesona Dasar: Jurnal Pendidikan Dasar dan Humaniora, 5(2).
Raja, V. (2016). Scientific Attitude among Secondary School Students. Research Demagogue, III.
Ramdani, A., Artayasa, I.P., Yustiqvar, M. and Nisrina, N. (2021). Enhancing prospective teachers’ creative thinking skills: A study of the transition from structured to open inquiry classes. Cakrawala Pendidikan, 40(3), pp.637-649.
Rusli, M. A., Tawil, M., Ramlawati, R., & Nur, M. K. B. (2021). Description of skills in reading measurement results by class vii students as a result of distance learning during the covid-19 pandemic at SMPN 18 Makassar. In International Conference on Science and Advanced Technology (ICSAT), pp. 121-127.
Saputra, R., Susilawati, S., & Verawati, N.N.S.P. (2020). Pengaruh penggunaan Media simulasi PhET (Physyc Education Technology) terhadap hasil belajar fisika. Jurnal PIJAR MIPA, vol.15, no. 2, pp. 110-115.
Sardinah, S., Tursinawati, T., & Noviyanti, A. (2012). Relevansi sikap ilmiah siswa dengan konsep hakikat sains dalam pelaksanaan percobaan pada pembelajaran IPA di SDN Kota Banda Aceh. Jurnal Serambi Ilmu,vol. 13, no. 2, pp. 70-80.
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Susantini, E., Faizah, U., Prastiwi, M.S., & Suryanti. (2016). Developing educational Video to Improve The Use of Scientific Approach In Cooperative Learning. Journal of Baltic Science Education, vol. 15, no. 6, pp. 725-737.
Tatli, Z., & Ayas, A. (2012). Virtual laboratory: Effect of constructivist learning environment. Turkish online Journal of Distance Education, vol. 13, no. 1, pp. 183-199.
Tawil, M. & Liliasari. Keterampilan-keterampilan Sains dan Implementasinya dalam Pembelajaran IPA. (Badan Penerbit Universitas Negeri Makassar, Makassar, 2014).
Topalsan, A. K. (2020). Development of scientific inquiry skills of science teaching through argument-focused virtual laboratory applications. Journal of Baltic Science Education, vol. 19, no. 4, pp. 628-646.
Universitas colorado Boulder (2021). PhET Interactive Simulations. [online] PhET. Available at: http://phet.colorado.edu.
Wong, W. K., Chen, K. P., & Chang, H. M. (2020). A comparison of a virtual lab and a microcomputer-based lab for scientific modelling by college students. Journal of Baltic Science Education, vol. 19, no. 1, pp. 157-173.
Yafie, E. D. Pengembangan kognitif. (Malang: Universitas Negeri Malang, 2019).
Allen, M. ed. (2017). The SAGE encyclopedia of communication research methods. SAGE publications.
Arista, F.S. and Kuswanto, H. (2018). Virtual Physics Laboratory Application Based on the Android Smartphone to Improve Learning Independence and Conceptual Understanding. International Journal of Instruction, 11(1), pp.1-16.
Arlini, H., Humairah, N. and Sartika, D. (2017). Penerapan model pembelajaran kooperatif tipe think pair share dengan teknik advance organizer. Saintifik, 3(2), pp.182-189.
Aşkın, Ö. and Öz, E. (2020). Cross-National Comparisons of Students'science Success Based on Gender Variability: Evidence From TIMSS. Journal of Baltic Science Education, 19(2).
Bonga, A. and Tawil, M. (2017). Pengaruh model pembelajaran inkuiri terhadap peningkatan keterampilan proses sains peserta didik. Jurnal IPA Terpadu, 1(1), pp.40-46.
Elvanisi, A., Hidayat, S. and Fadillah, E.N. (2018). Analisis keterampilan proses sains siswa sekolah menengah atas. Jurnal Inovasi Pendidikan IPA, 4(2), pp.245-252.
Gunawan, G., Harjono, A., Hermansyah, H. and Herayanti, L. (2019). Guided Inquiry Model through Virtual Laboratory to Enhance Students'science Process Skills on Heat Concept. Jurnal Cakrawala Pendidikan, 38(2), pp.259-268.
Gupta, S. (2015). Influence of Students’ gender and stream of study on scientific attitude and attitude towards science. International Journal of Research-GRANTHAALAYAH, 3(12), pp.187-194.
Guswita, S., Anggoro, B.S., Haka, N.B. and Handoko, A. (2018). Analisis keterampilan proses sains dan sikap ilmiah peserta didik kelas xi mata pelajaran biologi di sma al-azhar 3 bandar lampung. Biosfer: Jurnal Tadris Biologi, 9(2), pp.249-258.
Heradio, R., De La Torre, L., Galan, D., Cabrerizo, F.J., Herrera-Viedma, E. and Dormido, S. (2016). Virtual and remote labs in education: A bibliometric analysis. Computers & Education, 98, pp.14-38.
Herga, N.R., Glažar, S.A. and Dinevski, D. (2015). Dynamic visualization in the virtual laboratory enhances the fundamental understanding of chemical concepts. Journal of Baltic Science Education, 14(3), p.351.
Hung, J.F. and Tsai, C.Y. (2020). The Effects of a Virtual Laboratory and Metacognitive Scaffolding on Students' Data Modeling Competences. Journal of Baltic Science Education, 19(6), pp.923-939.
Ibrahim, D. (2011). Engineering simulation with MATLAB: improving teaching and learning effectiveness. Procedia Computer Science, 3, pp.853-858.
Indieschool (2019). Indieschool: Phet- Media Pembelajaran Simulasi Interaktif. [online] Indieschool. Available at: http://indieschool80.blogspot.com/2019/02/phet-media-pembelajaran-simulasi.html.
Khery, Y. and Khaeruman, K. (2018). Pengaruh context-rich problems berbentuk multimedia interaktif terhadap keterampilan proses sains, sikap ilmiah, dan pemahaman konsep kimia mahasiswa. Jurnal Ilmiah IKIP Mataram, 3(1), pp.636-644.
Lestari, T., Supardi, Z.A.I. and Jatmiko, B. (2021). Virtual Classroom Critical Thinking as an Alternative Teaching Model to Improve Students' Critical Thinking Skills in Pandemic Coronavirus Disease Era. European Journal of Educational Research, 10(4), pp.2003-2015.
Luo, M., Wang, Z., Sun, D., Wan, Z.H. and Zhu, L. (2020). Evaluating Scientific Reasoning Ability: The Design and Validation of an Assessment with a Focus on Reasoning and the Use of Evidence. Journal of Baltic Science Education, 19(2), pp.261-275.
Martiningsih, M., Situmorang, R.P. and Hastuti, S.P. (2018). Hubungan keterampilan generik sains dan sikap ilmiah melalui model inkuiri ditinjau dari domain kognitif. Jurnal Pendidikan Sains Universitas Muhammadiyah Semarang, 6(1), pp.24-33.
Mnguni, L. and Mokiwa, H. (2020). The integration of online teaching and learning in STEM education as a response to the Covid-19 pandemic. Journal of Baltic Science Education, 19(6A), p.1040.
Mubarrok, M.F. and Mulyaningsih, S. (2014). Penerapan pembelajaran fisika pada materi cahaya dengan media PhET simulations untuk meningkatkan pemahaman konsep siswa di SMP. Jurnal Inovasi Pendidikan Fisika, 3(1), pp.76-80.
Mutlu, A. and Acar Şeşen, B. (2016). Impact of virtual chemistry laboratory instruction on pre-service science teachers' scientific process skills. In Erpa International Congresses On Education 2015 (Erpa 2015). EDP Sciences.
Nugrahani, M. (2018). Pembelajaran Fisika dengan Pendekatan Saintifik menggunakan metode eksferimen dan metode proyek ditinjau dari kreatifitas dan kemampuan pemecahan masalah paa siswa kelas XI SMAN 2 Surakarta tahun pelajaran 2015-2016. Jurnal Pendidikan Konvergensi Edisi, 25, pp.49-68.
OECD, P. (2019). Results (Volume I): What Students Know and Can Do, PISA.
OECD, P. (2019). Results (Volume II): Where All Students Can Succeed; PISA.
OECD, P. (2019). Results (Volume III): What School Life Means for Students’ Lives; PISA.
OECD, P. (2021). Education at a glance 2021 OECD indicators.
Penn, M. and Mavuru, L. (2020). Assessing Pre-Service Teachers' Reception and Attitudes towards Virtual Laboratory Experiments in Life Sciences. Journal of Baltic science education, 19(n6A), pp.1092-1105.
Prihatiningtyas, S., Prastowo, T. and Jatmiko, B. (2013). Imlementasi simulasi PhET dan KIT sederhana untuk mengajarkan keterampilan psikomotor siswa pada pokok bahasan alat optik. Jurnal Pendidikan IPA Indonesia, 2(1).
Prisecaru, P. (2016). Challenges of the fourth industrial revolution. Knowledge Horizons. Economics, 8(1), p.57.
Priyayi, D.F., Airlanda, G.S. and Banjarnahor, D.R.V. (2020). Students’ scientific attitude during the Implementation of innovative green garden-based education. JPBI (Jurnal Pendidikan Biologi Indonesia), 6(2), pp.293-304.
Rahayu, A.H. and Anggraeni, P. (2017). Analisis profil keterampilan proses sains siswa Sekolah Dasar di Kabupaten Sumedang. Pesona Dasar: Jurnal Pendidikan Dasar dan Humaniora, 5(2).
Raja, V. (2016). Scientific Attitude among Secondary School Students. Research Demagogue, III.
Ramdani, A., Artayasa, I.P., Yustiqvar, M. and Nisrina, N. (2021). Enhancing prospective teachers’ creative thinking skills: A study of the transition from structured to open inquiry classes. Cakrawala Pendidikan, 40(3), pp.637-649.
Rusli, M. A., Tawil, M., Ramlawati, R., & Nur, M. K. B. (2021). Description of skills in reading measurement results by class vii students as a result of distance learning during the covid-19 pandemic at SMPN 18 Makassar. In International Conference on Science and Advanced Technology (ICSAT), pp. 121-127.
Saputra, R., Susilawati, S., & Verawati, N.N.S.P. (2020). Pengaruh penggunaan Media simulasi PhET (Physyc Education Technology) terhadap hasil belajar fisika. Jurnal PIJAR MIPA, vol.15, no. 2, pp. 110-115.
Sardinah, S., Tursinawati, T., & Noviyanti, A. (2012). Relevansi sikap ilmiah siswa dengan konsep hakikat sains dalam pelaksanaan percobaan pada pembelajaran IPA di SDN Kota Banda Aceh. Jurnal Serambi Ilmu,vol. 13, no. 2, pp. 70-80.
Sinulingga, P., Hartanto, T.J. & Santoso, B. (2016). Implementasi pembelajaran Fisika Berbantuan Media Simulasi PhET untuk meningkatkan hasil belajar siswa pada materi Listrik Dinamis .Jurnal Penelitian dan Pengembangan Pendidikan Fisika, vol. 2, no. 1, pp. 57-64.
Sulemen, T.S,. & Kumar, S. (2019). Study of relationship between scientific attitude and achievement in science 11th grade student. Internatioal Journla for Research in Engineering Application & Management (IJREAAM), vol. 5, no. 1, pp. 74-80.
Sumaryanto, T. and Lestari, W. (2015). Pengembangan Instrumen Penilaian Aspek Psikomotor Pembelajaran IPA Materi Tumbuhan Hijau Kelas V Berbasis Kompetensi Pendekatan SEA Berwawasan Konservasi. Journal of Research and Educational Research Evaluation, 4(2).
Surif, J., Ibrahim, N. H., & Hassan, R. A. (2014). Tahap amalan dan pengintegrasian ict dalam proses pengajaran dan pembelajaran sains. . Sains Humanika,vol. 2, no. 4, pp. 13-18.
Susantini, E., Faizah, U., Prastiwi, M.S., & Suryanti. (2016). Developing educational Video to Improve The Use of Scientific Approach In Cooperative Learning. Journal of Baltic Science Education, vol. 15, no. 6, pp. 725-737.
Tatli, Z., & Ayas, A. (2012). Virtual laboratory: Effect of constructivist learning environment. Turkish online Journal of Distance Education, vol. 13, no. 1, pp. 183-199.
Tawil, M. & Liliasari. Keterampilan-keterampilan Sains dan Implementasinya dalam Pembelajaran IPA. (Badan Penerbit Universitas Negeri Makassar, Makassar, 2014).
Topalsan, A. K. (2020). Development of scientific inquiry skills of science teaching through argument-focused virtual laboratory applications. Journal of Baltic Science Education, vol. 19, no. 4, pp. 628-646.
Universitas colorado Boulder (2021). PhET Interactive Simulations. [online] PhET. Available at: http://phet.colorado.edu.
Wong, W. K., Chen, K. P., & Chang, H. M. (2020). A comparison of a virtual lab and a microcomputer-based lab for scientific modelling by college students. Journal of Baltic Science Education, vol. 19, no. 1, pp. 157-173.
Yafie, E. D. Pengembangan kognitif. (Malang: Universitas Negeri Malang, 2019).
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Published
2024-06-03
How to Cite
Tawil, M., Rusli, M. A., Bakkara, H., & Jatmiko, B. (2024). Alternative Virtual Lab-Based Practical Learning Model to Improve Scientific Attitude and Science Process Skills. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 10(1), 47–60. https://doi.org/10.21009/1.10105
