The difficulty of tutors in all types of learning (face-to-face and online) is when they teach abstract concepts in modern physics courses, especially to improve students' reasoning skills. We see an opportunity that advances in digital technology can help overcome this problem. This study aims to improve the reasoning performance of STEM students in modern physics courses using virtual simulation integrated with the LMS platform. Experimental design was prepared with one control group (face-to-face learning with expository method). The sample was 54 STEM students at the University of Mataram which was divided into the experimental group (n = 27) and the control group (n = 27). Reasoning skills were measured using an essay test instrument, and the results were analyzed descriptively (analysis of increasing reasoning skills scores) and statistically (analysis of differences in reasoning skills scores between sample groups). The results of this study have clearly shown that the reasoning performance of STEM students in modern physics courses can be improved by learning using virtual simulation on the LMS platform. Descriptive and statistical analysis of the reasoning performance of STEM students shows the advantages of learning using virtual simulation when compared to face-to-face learning that relies on expository methods. We recommend using virtual simulation on the LMS platform to teach abstract concepts that are not limited to modern physics but in science learning in general.
This study aims to explore the effect of the inquiry learning model based on laboratory and achievement motivation toward students’ physics learning outcomes. This study is experimental research with a factorial design. The research sample used 2 class groups in one high school in the city of Mataram. The first experimental group used inquiry learning model based on real laboratory and the second experimental group used inquiry learning model based on virtual laboratory. Virtual laboratory using PhET simulation. The questionnaire of achievement motivation scale was used to measure the students’ achievement motivation, and a test was used to measure students’ learning outcomes focusing on cognitive aspects. The analysis of motivation scores and learning outcomes was carried out descriptively. Furthermore, the hypothesis testing use the Anova test where the prerequisite test in the form of normality and homogeneity test is conducted. The research results show that; a) there is no significant difference between the students’ learning outcomes who learn using the inquiry learning model based real laboratory and virtual laboratory; b) there is no significant difference between the students’ learning outcomes who have the high achievement motivation and low achievement motivation; and c) there is no interaction between inquiry learning model based real laboratory and virtual laboratory with the achievement motivation (high and low) on the students’ learning outcomes.
Penelitian bertujuan untuk mengetahui apakah terdapat pengaruh model pembelajaran kooperatif tipe jigsaw terhadap hasil belajar kognitif siswa pada pokok materi hukum Newton pada kelas X MA Darul Muhajirin Praya. Penelitian ini merupakan penelitian kuantitatif dengan jenis penelitian kuasi eksperimen dengan menggunakan desain pretest-postest control group desain. Populasi pada penelitian ini adalah seluruh siswa kelas X IPA MA Darul Muhajirin Praya. Sampel pada penelitian ini adalah siswa kelas X IPA2 yaitu kelas eksperimen berjumlah 30 orang siswa dan kelas X IPA1 berjumlah 30 orang siswa pada kelas kontrol yang dipilih dengan sistem random sampling atau secara acak. Data dikumpulkan dengan metode tes yang berbentuk pilihan ganda dan essay. Data yang didapatkan dianalisis dengan teknis analisis statistika yaitu menggunakan uji t-test. Setelah dianalisis hasil penelitian ini menemukan bahwa terdapat perbedaan hasil belajar kognitif yang signifikan antara kelas eksperimen yang menggunakan model pembelajaran kooperatif tipe jigsaw dengan kelas control menggunakan model pembelajaran konvensional dapat dilihat dari hasil perhitungan t-test (thitung= 4,150 >ttabel= 2,000). Hal ini dapat dilihat bahwa penggunaan model pembelajaran kooperatif tipe jigsaw lebih baik dengan model pembelajaran konvensional dalam meningkatkan hasil belajar ranah kognitif pada materi hukum newton
Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing terhadap hasil belajar siswa fisika pada materi momentum dan impuls di SMA Negeri 8 Mataram Tahun Pelajaran 2018/2019. Teknik pengambilan sampel menggunakan Sluster Random Samling. Jenis penelitian yang digunakan adalah quasi eksperimental design dengan desain penelitian pretest-posttest control grup desain. Berdasarkan hasil analisis data dalam penelitian ini dengan menggunakan uji-t diperoleh ttabel = 2,021 dan thitung = 8,35, maka diketahui nilai thitung (8,35) ttabel (2,021) dengan dk yang besarnya dk = n1 + n2 - 2 dengan taraf signifikansinya 5%. Karena thitung lebih besar dari ttabel pada taraf sisgnifikan 5% maka H0 ditolak dan Ha diterima. Hasil penelitian ini, menunjukkan bahwa secara signifikan terdapat pengaruh model pembelajaran inkuiri terbimbing pada peningkatkan hasil belajar fisika siswa pada materi momentum dan impuls di SMA Negeri 8 Mataram Tahun Pelajaran 2018/2019.
This study aims to determine: (1) The effect of guided inquiry learning model based on real laboratory and virtual laboratory on students' cognitive learning outcomes; (2) Effects of guided inquiry learning model based on real laboratory and virtual laboratory on students' psychomotor learning outcomes. The study sample consisted of the first experimental class of 34 students and the second class of 33 students. This research used randomized post-test control group design. Data were analyzed using independent sample t-test statistic technique with SPSS 19 for windows. The result of statistical analysis at 5% significant level shows: (1) the t-test value for the cognitive domain of -2.407 at sig.0.019; (2) the t-test value for the psychomotor domain is -5.595 on the sig. 0.00. However it can be concluded: (1) There is a significant difference in the cognitive learning outcomes of physics learners using guided inquiry based inquiry model based on real laboratory and virtual lab; (2) there is a significant difference in psychomotor learning result of physics learners using guided inquiry model based on real laboratory and virtual lab. Keyword: Guided Inquiry learning model based-on Laboratory, Cognitive learning outcome, psychomotor learning outcomeAbstrak: Penelitian ini bertujuan untuk mengetahui: (1) pengaruh model pembelajaran inkuiri terbimbing berbasis laboratorium riil dan laboratorium virtual terhadap hasil belajar kognitif fisika peserta didik;(2) pengaruh model pembelajaran inkuiri terbimbing berbasis laboratorium riil dan laboratorium virtual terhadap hasil belajar psikomotor fisika peserta didik. Sampel penelitian terdiri dari kelas eksperimen I yang berjumlah 34 peserta didik dan kelas eksperimen II yang berjumlah 33 peserta didik. Penelitian ini menggunakan desain randomized posttest-only control group design. Data dianalisis menggunakan teknik statistik independent sample t-test dengan bantuan program SPSS 19 for windows. Hasil analisis statistik pada taraf signifikan 5% menunjukkan: (1) nilai t hitung penggunaan model pembelajaran terhadap hasil belajar ranah kognitif sebesar -2,407 dan nilai sig.0,019; (2) nilai t hitung penggunaan model pembelajaran terhadap hasil belajar ranah psikomotor sebesar -5,595 dan nilai sig. 0,00. Berdasarkan hasil analisis statistik dapat disimpulkan: (1) terdapat perbedaan yang signifikan pada hasil belajar kognitif fisika peserta didik yang menggunakan model pembelajaran inkuiri terbimbing berbasis laboratorium riil dan laboratorium virtual; (2) terdapat perbedaan yang signifikan pada hasil belajar psikomotor fisika peserta didik yang menggunakan model pembelajaran inkuiri terbimbing berbasis laboratorium riil dan laboratorium virtual. Kata Kunci: Model pembelajaran Inkuiri Terbimbing Berbasis Laboratorium, Hasil BelajarRanah Kognitif, Hasil Belajar Ranah Psikomotor.
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