The development of information and communication technology has penetrated various sectors, one of which is the education sector, especially in learning. The application of technology in the learning process is in the form of using virtual laboratory media to explain concepts that require a practicum, particularly in ab-stract materials. This study aims to determine students' metacognitive skills after applying the e-learning-based virtual laboratory media in physics experiment courses at the Department of Physics Education, Faculty of Teacher Training and Education, Universitas Papua. This qualitative research went through the stages of a lesson study. The data were collected from tests and questionnaires on stu-dents' metacognitive skills, observation sheets, interview guidelines, and video recordings during the open class. Further, the data were analyzed through Rasch modeling technique utilizing the Winstep application to analyze the students' met-acognitive activity questionnaire after learning. The lesson study encompassed three stages of a series of activities, namely Plan, Do, and See. In the Plan stage, discussions were held with the lecturer team to develop learning tools in the form of chapter designs, lesson plans, and learning media. In the Do stage, the model lecturer performed the learning process based on the media that had been estab-lished. In the See stage, the reflection was done to examine the learning imple-mentation carried out by the model lecturer in order to uncover weaknesses and strengths to be followed up on further learning. The results show that the quality of learning and students’ metacognitive skills at each meeting are improved. It is proven by the good and very good category of the aforementioned results. To sum up, e-learning based virtual laboratory media are able to improve learning quality and develop students' metacognitive skills in the physics experiment courses.

AbstrakKurangnya penggunaan bahan ajar yang tepat serta tidak sesuai dengan kebutuhan peserta didik menyebabkan kurangnya kemampuan menganalisis peserta didik terhadap proses pemecahan masalah. Penelitian pengembangan Lembar Kerja Peserta Didik (LKPD) berbasis problem solving Polya pada materi kalor bertujuan untuk mengembangkan LKPD yang valid, praktis, dan efektif. Tahapan pengembangan menggunakan model 4D yang dimodifikasi menjadi 3D, yaitu Define (pendefinisian), Design (perencanaan), dan Development (pengembangan). Hasil validitas perangkat pembelajaran berada pada kategori valid, diperoleh dari hasil perhitungan CVI berada pada rentang 0-1 dan dikatakan dalam kategori reliabel dengan nilai r11 yang lebih besar dari rtabel (rhitung> rtabel). Hasil analisis angket respons peserta didik diperoleh rerata persentase hasil analisis sebesar 87,9%. Hasil analisis lembar penilaian pembelajaran Fisika menggunakan LKPD berbasis problem solving Polya diperoleh rerata persentase hasil analisis pada pertemuan pertama sebesar 77,33% dengan kategori baik, rerata persentase hasil analisis pada pertemuan kedua sebesar 81,11% dengan kategori sangat baik dan rerata persentase hasil analisis pada pertemuan ketiga adalah 78,89% dengan kategori baik. Sehingga dapat dikatakan bahwa LKPD berbasis problem solving Polya yang dikembangkan valid, praktis, dan efektif untuk digunakan.Kata kunci: Pengembangan, LKPD, problem solving Polya. AbstractLack of exact use of teaching materials and does not correspond to the needs of student leads to lack of analytical ability of students to the process of problem solving. Research development worksheets based on Polya problem solving on the heat material aims to develop valid LKPD, practical, and effective. Stages of development using the 4D model was modified into 3D, namely define (definition), Design (planning), and Development (development) The results of the validity of the learning device in the category valid, obtained from the calculation of CVI are in the range 0-1 and said in category reliably with r11 value greater than rtabel (rcount > rtabel). The results of the analysis of questionnaire responses of students obtained an average percentage of 87.9% on the analysis. The analysis result of sheets assessment of learning physics used LKPD-based Polya problem solving obtained average percentage analysis results in the first meeting is 77.33% with good category, the average percentage of the results of the analysis at the second meeting is 81.11% with a very good category and average of results percentage analysis at the third meeting is 78.89% with good category. So it can say that LKPDbased Polya problem solving developed valid, practical and effective to use.

Penelitian ini bertujuan untuk mengetahui penerapan pembelajaran fisika berbasis media laboratorium virtual, Keterampilan Proses Sains (KPS), dan persepsi mahasiswa pada mata kuliah fisika dasar. Metode penelitian menggunakan preeksperimental design dan teknik purposive sample digunakan untuk memilih sampel yaitu kelas pendidikan fisika dan pendidikan matematika Universitas Papua. Instrumen dalam penelitian ini yaitu lembar observasi dan penilaian KPS serta angket persepsi mahasiswa yang dinilai di akhir pembelajaran. Hasil penelitian menunjukkan persentase KPS yang diobservasi selama perkuliahan 86,4% ± SD 12,7 meliputi aspek keterampilan menggunakan alat, mengambil data, dan mengkomunikasikan hasil kegiatan. KPS berdasarkan hasil analisis lembar kerja mahasiswa diperoleh 77,5% ± SD 5,9 meliputi keterampilan merumuskan masalah, menyatakan praduga sementara, mengidentifikasi variabel, mengungkapkan pengertian variabel, mengklasifikasi data, menginterpretasikan data, memformulasikan model, menghubungkan antar data, dan menarik kesimpulan. KPS keseluruhan yaitu 81,95% atau kategori sangat baik. Sedangkan persepsi mahasiswa yaitu 78,53% ± SD 4,9 menunjukkan bahwa mahasiswa sangat setuju terhadap kegiatan pembelajaran yang dilakukan.

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