Effect of Higher Order Thinking Virtual Laboratory (HOTVL) in Electric Circuit on Students’ Creative Thinking Skills

Sapriadil, S; Setiawan, Andhy; Suhandi, Andi; Malik, Adam; Safitri, Dian; Lisdiani, Siti Ashri Sahidah; Hermita, Neni

doi:10.1088/1742-6596/1204/1/012025

Cited by 15 publications

(12 citation statements)

References 13 publications

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“…Dalam pemanfaatannya, tedapat beberapa keuntungan dari virtual lab antara lain: (a) fleksibel dalam pengaturan waktu dan lokasi; (b) hasilnya tersedia secara instan; (c) hasilnya dapat diandalkan; (d) pengulangan bisa dilakukan langsung; (e) tidak perlu membeli peralatan laboratorium secara berkelanjutan; (f) percobaan aman, memungkinkan melakukan praktikum dengan bahan berbahaya atau mahal, dan (g) percobaan yang memakan waktu dapat dipersingkat [3] [14] [10]. Virtual lab merupakan salah satu dari model kegiatan praktikum, model lainnya Cookbook Laboratory [15], Inquiry Laboratory [16], Problem Solving Laboratory [17] dan High Order Thinking (HOT) Laboratory [18] [19].…”

Section: Pendahuluanunclassified

Uji Perbandingan antara Virtual Lab dengan Real Lab pada Hukum Archimedes dengan penggunaan HOT-LAB

Putra

Silvianti

Idris

et al. 2021

Radiasi

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Pandemi Covid-19 menjadi kendala dalam melaksanakan kegiatan eksperiman secara langsung. Namun demikian dapat diatasi dengan percobaan interaktif menggunakan Virtual Lab yang sistematis dan memiliki akurasi yang baik. Dalam penelitian ini dilakukan kegiatan praktikum secara virtual menggunakan simulasi PhET yang dipadukan dengan HOT-LAB guna mengetahui perbandingan antara virtual lab dengan real lab yang dipadu dengan HOT-Lab. Metode yang digunakan adalah dengan uji perbandingan dari hasil analisis data percobaan antara Data Analytics dan Graphic Analytics. Berdasarkan hasil penelitian menunjukkan selisih hasil virtual lab dengan real lab relatif pada batas nilai ralat. Hasil perhitungan berat (W) di udara pada m1 = 1 kg sebesar (9,51 ± 0,951) N, m2 = 2 kg diperoleh (19,32 ± 1,932) N, dan m3 = 5 kg diperoleh (45,6 ± 13,68) N. Sementara itu perhitungan berat (W) di medium air pada m1 = 1 kg yaitu (0,43 ± 0,043) N, m2 = 2 kg sebesar (9,615 ± 0,9615) N, dan untuk m3 =5 kg diperoleh (24,35 ± 4,87) N. Perhitungan selisih volume untuk m1 =1 kg sebesar (5,15x10-4 ± 0,0024) m3, m2 =2 kg diperoleh (1,2 x 10-3 ± 0,0035) m3, dan benda m3 =5 kg (2,66 x 10-3 ± 0,0115) m3. Berdasarkan data tersebut kenaikan grafik pada percobaan relatif sama, rasio perbandingan juga sama, meskipun nilai yang dihasilkan berbeda

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Section: Pendahuluanunclassified

Uji Perbandingan antara Virtual Lab dengan Real Lab pada Hukum Archimedes dengan penggunaan HOT-LAB

Putra

Silvianti

Idris

et al. 2021

Radiasi

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“…Originality shows the most difficult indicators that can happen because students are not accustomed to producing new and unique phrases. based on previous research that the improvement in the aspect of originality has the smallest increase compared to other aspects caused by conventional learning [37], [38] but other findings suggest that the aspect of originality increases in the high category after the learning model is applied PBL [39] such learning facilitates students to learn better independently or together when compared to conventional learning [40] Fluency shows the easiest indicators that can occur because students are accustomed to asking and issuing their opinions [41], [42], [43]. Incorrect identification of respondents or outliers can be seen from the Outfit Z-Standard (ZSTD) values received: -2.0 <ZSTD <+2.0 [24].…”

Section: Identify Students' Creative Thinking Skillsmentioning

confidence: 99%

Rasch Analysis of Creative Thinking Skill on Optical Instrument (CTSOI) 11th Grade Students Sundanese Tribe: a Case Study

Assyifaa

Nurzakiyah

Hasanah

et al. 2021

Radiasi

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This study aims to determine the creative thinking skills at optic instruments of Sundanese tribe, 11th-grade students. This research is a case study research conducted at a high school in Majalengka district, West Java. Totaling 32 students consisting of 12 male students, namely “Aa”, 20 female students, namely “Teteh”, and 18 Sundanese, the rest are immigrants. The instrument used is the Test for Creative Thinking-optical instrument (TCT-OI) which has existed validated by experts. The data found were investigated with Rasch Analysis Model (RAM). Based on the results of the analysis using the Rasch Analysis, it was found that the creative thinking ability of students stayed static low can be shown by the value of Person reliability which is 0.21 included in the weak category. There are variances in the level of creative thinking skills of students from the Sundanese and non-Sundanese tribes. As a result, it is necessary to develop creative thinking skill on the optical instrument, 11th grade students Sundanese tribe

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“…This is in line with the opinion that BTEM can enhance students' creativity and HOTS (Osman et al, 2013;Hiong & Osman, 2015). Another research found that the use of a virtual laboratory could improve students' HOTS, such as critical thinking skills and creativity, on the concept of invertebrates (Widowati et al, 2017;Ramadhan 2017;Sapriadil et al, 2019;Malik et al, 2019;Suryaningsih et al, 2020).…”

Section: Systematic Reflection and Documentationmentioning

confidence: 99%

Developing BTEM-Based Virtual Biology Laboratory to Improve Students' Critical Thinking Skills on the Concept of Bacteria

Aripin

Suryaningsih

2020

sceducatia

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Effect of Higher Order Thinking Virtual Laboratory (HOTVL) in Electric Circuit on Students’ Creative Thinking Skills

Cited by 15 publications

References 13 publications

Uji Perbandingan antara Virtual Lab dengan Real Lab pada Hukum Archimedes dengan penggunaan HOT-LAB

Uji Perbandingan antara Virtual Lab dengan Real Lab pada Hukum Archimedes dengan penggunaan HOT-LAB

Rasch Analysis of Creative Thinking Skill on Optical Instrument (CTSOI) 11th Grade Students Sundanese Tribe: a Case Study

Developing BTEM-Based Virtual Biology Laboratory to Improve Students' Critical Thinking Skills on the Concept of Bacteria

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