The effect of virtual lab and gender toward students’ creativity of physics in senior high school

Gunawan, Gunawan; Suranti, Ni Made Yeni; Nisrina, Nina; Herayanti, Lovy; Rahmatiah, Rindu

doi:10.1088/1742-6596/1108/1/012043

Cited by 19 publications

(13 citation statements)

References 13 publications

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“…Research conducted by Adawiyah et al [20] showed that e-books were able to improve students' creative thinking skills. This is also similar to the research conducted by Gunawan et al [21], which concluded that the use of virtual lab media improves student creativity. Creativity is defined as the result of good understanding of the concepts with the ability to provide computer-based media and increase in students' understanding and support of good physics concepts.…”

Section: Discussionsupporting

confidence: 90%

An Interactive e-Book for Physics to Improve Students' Conceptual Mastery

Harjono

Gunawan

Adawiyah³

et al. 2020

Int. J. Emerg. Technol. Learn.

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Rotational dynamics is one of topic in physics for high school students that require visualization of its concepts. This research developed an interactive e-book for physics learning with its features consisting of multimedia content such as audio, video, animation, and simple problem-solving activities. This e-book has been validated and recommended by a team of experts. This trial aims to determine the effectiveness of e-book by students in mastering concepts, using a. quasi-experiment. The sample was chosen using purposive sampling technique at senior high school with 42 students. Data were collected using multiple choice questions. The increase of student concept mastery is determined based on the N-gain score of pretest and posttest data. The results show that the average student response to e-book is 81% in the very good criterion. The N-gain scores for the equilibrium concepts of A and B classes are 0.79 and 0.70 in the high criteria, while, the concept of rotational dynamics are 0.66 and 0.66 respectively and in the medium criterion. The increase of conceptual mastery occurs in every cognitive domain (remembering, understanding, applying, analyzing, evaluating, and creating). In conclusion, the e-book has been effective in enhancing the mastery of student concepts.

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Section: Discussionsupporting

confidence: 90%

An Interactive e-Book for Physics to Improve Students' Conceptual Mastery

Harjono

Gunawan

Adawiyah³

et al. 2020

Int. J. Emerg. Technol. Learn.

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“…It can train students in understanding the concept. Gunawan, Suranti, Nisrina, Herayanti, & Rahmatiah (2018) have found that the use of virtual laboratory can help improve students' creativity in numerical, verbal, and figural aspects. Students' creativity in learning helps them to master the concept of physics better.…”

Section: Discussionmentioning

confidence: 99%

Guided Inquiry Model Through Virtual Laboratory to Enhance Students' Science Process Skills on Heat Concept

Gunawan

Harjono

Hermansyah

et al. 2019

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Science process skills are one of the indicators to know the level of achievement of physics teaching goals. This research examines the influence of guided inquiry models through virtual laboratories on students' science process skills. The research was a quasi-experiment conducted at the senior high school in Mataram, Lombok. The samples were class XI students, as many as 58 people divided into two sample groups: experimental and control groups. The guided inquiry model through the virtual laboratory was applied to the experimental group and the conventional model for the control group. The instrument used was a performance sheet. A t-test was used to analyze the effect of learning model on science process skill. The results of this study found that the achievement of science process skills for the experimental group was higher than the control group. The guided inquiry models through virtual laboratory have a significant effect on science process skills, especially on skills: hypothesizing, practicing, and communicating. These findings contribute significantly to the current knowledge about the effectiveness of guided inquiry models through virtual laboratories to improve students' science process skills in physics teaching.

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“…This study uses a quantitative approach. It was conducted through quasi-experiments to determine the application of contextual physics teaching materials assisted by android-based virtual labs to improve students' science process skills [24].…”

Section: Methodsmentioning

confidence: 99%

The Application of Contextual Physics Teaching Materials Assisted by Android-Based Virtual Labs to Improve Students’ Science Process Skills During the Learning Activities in Covid-19 Pandemic

Karanggulimu¹,

Prasetyo²,

Rahmatullah³

2021

Advances in Social Science, Education and Humanities Research

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This paper discusses the application of contextual physics teaching materials assisted by android-based virtual labs to improve students' science process skills during the learning activities in the Covid-19 pandemic. These contextual physics teaching materials are applied to students from two classes, model and implementation class.Based on the research data, the comparison of students' pre-test and post-test results in the model and implementation class was comparable. Students in those classes experienced an improvement in science process skills. The research data signify that the application of contextual physics teaching materials assisted by androidbased virtual labs can improve students' science process skills during the learning activities in the Covid-19 pandemic.

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The effect of virtual lab and gender toward students’ creativity of physics in senior high school

Cited by 19 publications

References 13 publications

An Interactive e-Book for Physics to Improve Students' Conceptual Mastery

An Interactive e-Book for Physics to Improve Students' Conceptual Mastery

Guided Inquiry Model Through Virtual Laboratory to Enhance Students' Science Process Skills on Heat Concept

The Application of Contextual Physics Teaching Materials Assisted by Android-Based Virtual Labs to Improve Students’ Science Process Skills During the Learning Activities in Covid-19 Pandemic

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