Designing MOOCs with VMS (Virtual Microscopic Simulation) for Measurement Student’s Level Understanding (LU)

Abstract

The aims of this research to design Massive Online Open Courses (MOOCs) from now on referred to as Virtual Microscopic Simulation (VMS) to measure the Level Understanding (LU) of the construction of microscopic phenomena electric-field conceptions. The research method used is a mixed-method using embedded design. The research subjects are high school students, and one of the universities in Banten Province. The results of this study are software with features in the form of MOOCs-VMS that are categorized very well based on expert judgment on aspects of usability and learning content. The average score of media expert validation score is 96% with a very feasible category, the average score for material expert validation is 98% with a very decent category, and the average user response rate is 86% with a very good category. It can be concluded that the design of MOOCs-VMS can be used as an alternative media for conducting distance learning and is significant in building the level of understanding students.

Virtual Microscopic Simulation (VMS) of Light-Wave to Enhance the Student’s Understanding Level

“…After the pretest activities, students carry out learning activities using VMS media. From the pretest activities, calculations are then carried out to determine the level of student understanding (Dewi et al 2020) before using the VMS media. The level of student understanding based on the pretest can be seen in TABLE 2.…”

“…Students will more easily understand it and thus erroneous conceptions embedded in their minds will be easier to get rid of and replaced with a scientific conception. The advantage of simulation when compared to other learning media, among others, is as an alternative to overcoming incomplete facilities and materials; (2) can visualize complex phenomena or experimental forms to help students improve their abilities and skills in the process of solving problems; (3) overcome the limitations of space, time, tools and materials; and (4) become a tool that helps students in strengthening student understanding; and (5) can present a simplified external visualization of phenomena that cannot be observed easily, and direct students to think about the interconnection between theory and its visualization (Budi & Muliyati 2018;Dewi et al 2020).…”

“…In the first question item, examples of cases that occur in everyday life are presented, and students are asked to explain the case or event (Item A), the second question item, students are asked to determine the laws of physics related to the case or event in item first question (Item B) and in the third question item, students are asked to name examples of cases or other events related to the laws of physics in the second item (Item C). In the fourth question item, students are asked to define the laws of physics in the second question item (Item D) see Appendix (Calik & Ayas 2005;Dewi et al 2020)). Then calculate the percentage of the number of students for each level of understanding using the categorization guide in…”

“…Criteria for the Percentage of Students at Each Level of UnderstandingThe categorization of Level of Understanding criteria based on TABLE 1 is divided into 7 criteria, namely none of the students, few students, almost half, half, most students, almost all students, all students(Dewi et al 2020) and student answers are checked with a rubric on the indicator contained in TABLE 2 according to Characteristics of Student Answers.…”