Development of a Virtual Lab in Science-Physics Learning Based on the STEM Approach

Abstract

Learning innovation in the laboratory has experienced very rapid development in the current era of technological development. One of these innovations is through the use of virtual laboratory classes in science learning, as is the case with temperature and heat materials. The aims of this research are to develop a virtual lab based on the STEM approach on the concepts of temperature and heat, to test the validity and practicality of virtual lab products based on the STEM approach. The development method used is 4-D (four-D). The data obtained in the form of quantitative and qualitative data. Qualitative data in the form of suggestions, input, feedback and criticism from the validator and quantitative data in the form of a validation questionnaire. The validation results show that the validation is 87.89% (very feasible). In addition, the practical test of student responses was obtained at 96, 15 (very practical) and the teacher at 3.31 (very practical). Practically speaking, the virtual lab based on the STEM approach that was developed is very useful to support practical activities.

Development of STEM-based Virtual Laboratory on Global Warming Topic for Junior High School Student

“…This finding aligns with research by Hidayat & Utomo (2015), who reported that the virtual laboratory they developed received 93%, so it was very practical. Rahmi et al (2022) also reported that the virtual lab in science-physics learning based on the STEM approach they developed was very practical based on acquiring a 96% practicality percentage in the student response trial.…”

“…Various virtual laboratories have been successfully developed by previous researchers in science subjects in junior high schools (Purwanti, Habibah, & Supriyanto, 2014;Nurhayati & Rohman, 2015;Ismail, Permanasari, & Setiawan, 2016;Adita & Julianto, 2016;Widowati, Nurohman, & Setyowarno, 2017;Sholikhah, Widowati, & Wibowo, 2017;Utami, Widowati, & Wibowo, 2017;Sabrinah, Tulenan, & Sompie, 2021;Herunata, Fadilah, & Affriyenni, 2022;Syukri, Rahmi, Saminan, Subramaniam, Artika, Huda, & Khaldun, 2022;Noris, Saputro, & Muzazzinah, 2022;Rahmi, Saminan, Syukri, Yusrizal, Khaldun, Artika, & Huda, 2022;Revanza, Ridlo, & Rizqi, 2023). However, only some STEM-based virtual laboratories on global warming topics for junior high school students have been reported.…”

Effectiveness of Virtual Laboratory Utilization in Improving Students' Science Process Skills

“…One form of utilization of computer technology in physics learning is the development of a VL (Billah & Widiyatmoko, 2018;Fadhilah et al, 2021;Masril et al, 2018;Rahmi et al, 2022). A virtual laboratory is defined as a form of interactive multimedia object.…”

“…Fifth, integrated modern VL research (Budai & Kuczmann, 2018). Meanwhile, VL research in the field of science, especially physics, is still limited to the STEM approach (Rahmi et al, 2022).…”