Experiments in Physics Learning in the COVID-19 Era: Systematic Literature Review

Abstract

The COVID-19 pandemic has influenced global conditions globally, including in the world of education in Indonesia. The implication of the COVID-19 pandemic is learning that initially focused on face-to-face shifting to distance learning / online learning. This condition is also a challenge in learning physics. This is inseparable from learning physics which requires experimental activities therein. This article will review the potential use of various platforms in solving laboratory-based physics learning problems in the COVID-19 pandemic era. To produce a comprehensive analysis of this potential picture, a systematic literature review is conducted. The analysis shows that various platforms are very potential in solving physics learning problems that require experiments for physics teachers in the pandemic era COVID-2019.

Designing Physics Hands-On Experiment for Distance Learning Using Arduino and Block-Based Programing Language

“…In online learning, the challenge is to facilitate students in doing experimental work safely and effectively. Some alternative activities, such as demonstration through video and computer simulation, have their limit [6], [7]. They cannot bring authentic experiment experience that allows students to practice handling instruments safely, do the real measurement, be aware of the uncertainty in measurement, and model natural phenomena.…”

Implementation of a Tracker-Assisted Modeling Activity in an Online Advanced Physics Experiment Course

“…However, distance learning still poses significant challenges, especially for science courses. In this case, the problem is mainly related to the incorporation of laboratory work and experiments in distance learning (Aththibby, Kuswanto, & Mundilarto, 2021).…”

“…The practical-based courses are usually conducted in a laboratory and require hands-on activity, but direct access to a laboratory is impossible in the case of online learning. However, although they cannot completely replace hands-on activity, certain technologies can be implemented as alternatives (Aththibby et al, 2021;Campari et al, 2021;Pols, 2020).…”