Implementation of Virtual Lab Media Using Problem Based Learning Models to Increase Students Learning Achievement Based STIFI and Learning Style Tes

Panggabean, Freddy Tua Musa; Silaban, Saronom; Simorangkir, Murniaty

doi:10.4108/eai.18-10-2018.2287391

Cited by 7 publications

(7 citation statements)

References 3 publications

(3 reference statements)

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“…Correlating with virtual media, research that has been conducted by Tuysuz (2010), concludes that virtual media can effectively improve student learning outcomes and have a positive impact on character building students (Harefa et al 2020;Silaban, 2021;Panggabean et al 2019). Bilgin research (2009 found that the guided inquiry learning model is a learning model in which the teacher integrates a scientific activity and builds students' thinking patterns simultaneously based on facts, principles and acceptable scientific rules.…”

Section: Resultsmentioning

confidence: 99%

Learning buffer solution based on virtual lab in senior high school

Sugiharti

Kurnia

2021

JPKim

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This study aims to determine whether there is a difference between the use of virtual lab and real lab media in guided inquiry learning on learning outcomes in the buffer solution material. Both learning media are taught using the same learning model, namely the guided inquiry learning model. The samples in this study were class XI MIPA 3 as the experimental I which was taught with the guided inquiry learning model using virtual lab media and class XI MIPA 6 as the experimental II which was taught by guided inquiry learning model using real lab. The instrument used in this research was a test of learning outcomes chemistry of the buffer solution material. The data analysis technique for hypothesis testing was the two-party t-test statistic. The results of data processing showed that the experimental I had a pretest mean of 26.04 and a mean of posttest 79.53, while the experimental II had a mean pretest of 47.95 and a mean of posttest of 72.84. Hypothesis testing was carried out using two-party t test from the learning outcomes data and it was obtained tcount = 2.201 while ttable = 1.988 for α = 0.05 so that tcount> ttable. So Ha accept, that is, there are differences in student learning outcomes taught by guided inquiry models using virtual lab and real lab media. Meanwhile, the increase in student learning outcomes in guided inquiry classes using virtual labs was 72%, and those using real labs were 52%. Keywords: Virtual lab, Real lab, Guided inquiry, Buffer solutions

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Section: Resultsmentioning

confidence: 99%

Learning buffer solution based on virtual lab in senior high school

Sugiharti

Kurnia

2021

JPKim

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“…Learning in digital integrated laboratories can improve students 'achievement (Panggabean et al 2019;Muchtar et al 2020) and students' metacognitive skills (Pratiwi et al 2019). Meanwhile, learning with guided inquiry integrated practicum can improve science process skills and student learning outcomes (Juniar & Fardilah, 2019).…”

Section: Students' Learning Outcomesmentioning

confidence: 99%

“…Digital accommodating practicum methods such as the use of virtual labs can improve student learning outcomes (Rizky and Simorangkir, 2018;Sugiharti et al 2019) and students' achievements (Panggabean et al 2019). Practicum accommodating digital-based guided inquiry can improve student learning outcomes and scientific processes (Akbar et al 2019;Juniar and Fardilah, 2019), student learning motivation (Harefa, 2018), problem solving skills (Abadi and Bahriah, 2016), students' critical thinking skills (Kurniawati et al 2015;Wardani et al 2017), and practice the science process (Suryaningsih, 2017).…”

Section: Introductionmentioning

confidence: 99%

Improvement of student’s learning outcomes and motivation with chemical practicum e-module

Harefa

Silalahi

2020

JPKim

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The use of modules has an effect on students' motivation and students' learning outcomes. Based on the analysis of learning outcomes data using paired sample t-test SPSS 21 shows that tcount (4.872)> ttable (2.354) at significance α = 0.05, which means that there are differences in students' learning outcomes taught using chemistry practicum e-modules and practicum modules conventional. Students' learning outcomes by utilizing the chemistry practicum e-modules are higher than students' learning outcomes by utilizing conventional practicum modules. 93.24% of students have very strong motivation to study in the laboratory by utilizing the chemistry practicum e-module while by utilizing conventional practicum modules by 72.98%. Meanwhile, the Pearson Correlation test is 0.613 at significance α = 0.05, which means that there is a strong relationship between learning motivation and student learning outcomes.

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“…The elaboration and development are both in the context of learning media (Muhajarah & Shulton, 2020) and in the context of development as laboratory media (Zhang et al 2016;Luo & Chhabda, 2015;Liem et al 2010). Apart from development, the virtual lab has been widely integrated and collaborated with other online media such as STIFI (Panggabean et al 2019), LabView & myDAQ (Prakash et al 2017), SVM classification (Hristova et al 2021), and based on VirtualBox (Anam et al 2020) and through integration with science e-learning (Liu et al 2015) in an effort to optimize its implementation.…”

Section: Introductionmentioning

confidence: 99%

The effect of colloids practicum e-module to improve students’ interest on virtual lab during the covid-19 pandemic

Harefa

Silalahi²,

Purba

et al. 2021

J. Pend Kimia

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Practical learning which is generally carried out in the laboratory is one of the important lessons in the science learning process, especially chemistry. The Covid-19 pandemic has caused practical learning activities to not be accommodated in real laboratories. This situation encourages the creation of practical learning innovations, namely the use of virtual labs. In this study, students' learning interest in the use of virtual labs is described which is integrated with the use of e-modules on colloidal material. Based on the results of data analysis, 74.55% of students were interested in using the virtual lab, 10.90% very interested, 12.73% quite interested, and 1.82% lack of interested. These data indicate that the majority of students can make good use of the virtual lab and are able to optimally elaborate on the learning process. However, virtual labs are not intended to replace real laboratories but can be used as supplements and media to support learning in real laboratories.

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Implementation of Virtual Lab Media Using Problem Based Learning Models to Increase Students Learning Achievement Based STIFI and Learning Style Tes

Cited by 7 publications

References 3 publications

Learning buffer solution based on virtual lab in senior high school

Learning buffer solution based on virtual lab in senior high school

Improvement of student’s learning outcomes and motivation with chemical practicum e-module

The effect of colloids practicum e-module to improve students’ interest on virtual lab during the covid-19 pandemic

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