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

Putra, Riki Purnama; Silvianti, Novia; Idris, Salsabilla Fauziah; Nabilla, Nida

doi:10.37729/radiasi.v14i1.897

Cited by 11 publications

(4 citation statements)

References 15 publications

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“…In his work, Schiebener [[17]] shows a linear result that the refractive index value for each color increases steadily with increasing wavelength. There are no changes that vary in the use of the virtual lab, because virtual Lab is a lab activity that has been programmed using measurements made by a real lab[ [18]]. Figure 4 shows the value of the increase in the refractive index with wavelength.…”

Section: Resultsmentioning

confidence: 99%

Comparison Test Between Amrita Virtual Lab and Real Spectrometer on Refractive Index Using Blended Laboratory

Ramadhanti,

Putra,

Andhika

et al. 2024

KLS

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Education in the 21st century is an era where learning is unconventional. Interactive learning in the 21st century can be done by conducting virtual or real laboratory activities, even by combining the two in one activity at once. Various innovations in virtual laboratories have spread to optical materials, especially refraction by using a virtual spectrometer. Conceptually, the refractive index is a measure of the bending ray of a light beam as it passes from one medium to another. The refractive index is given by measurement between the refractive index of air, the angle of the prism, and the angle of minimum deviation. The angle of the prism and the angle of minimum deviation can be measured with a spectrometer. The spectrometer is a scientific instrument used to separate and measure the spectral components of physical phenomena and can separate white light and measure individual narrow color bands. Other than an on-hand spectrometer, other tools that we can use to measure the angle of minimum deviation are by using a virtual spectrometer provided by several virtual labs. The study aimed to compare the result of refractive index between on on-hand spectrometer and a virtual lab. Here we report our study on spectrometer whether the virtual lab experiment yields the same results as the real lab. We compare both results of experimental data using data and graph analytics. The results of the study show that the difference in the index of refraction measured between the virtual lab and the real lab is about 0.2%. This shows that there is no significant difference between virtual lab and real lab. Keywords: amrita virtual lab, real spectrometer, refractive index, blended laboratory

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Section: Resultsmentioning

confidence: 99%

Comparison Test Between Amrita Virtual Lab and Real Spectrometer on Refractive Index Using Blended Laboratory

Ramadhanti,

Putra,

Andhika

et al. 2024

KLS

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show abstract

“…The high result of argumentation skills in virtual laboratory activities is because virtual laboratories are considered easier to use and can also be efficient time (Potkonjak et al, 2016). In addition, previous research revealed that using a virtual laboratory can make students more quickly find evidence to meet evidence in argumentation skills (Malik & Ubaidillah, 2021;Putra et al, 2021). Other previous studies also revealed that using a real laboratory will take more time than using a virtual laboratory, so when students do backing, it will be easier to do virtual laboratory activities than real laboratory activities (Roviati et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

Sophisticated Thinking Blended Laboratory (STB-LAB) Learning Model: Implications on Virtual and Real Laboratory for Increasing Undergraduate Student's Argumentation Skills

Agustina

Putra

2022

JPII

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Laboratory activities require scientific processes. The crucial scientific process in laboratory activities is aligning with 21st Century skills. Argumentation skills in laboratory activities are needed to make laboratory activities run efficiently, effectively, and without misinformation. Sophisticated Thinking Blended Laboratory (STB-LAB) in laboratory activities is considered capable of improving argumentation skills because of its syntax, disposition, and argumentation stage, allowing students to train their argumentation skills. This study intends to determine whether the STB-LAB learning model can improve students' argumentation skills in virtual and real laboratory activities. The method uses quantitative research with a one-group pretest-posttest design in which the N-Gain will be generated from the pretest and posttest, and find the difference in pretest and posttest, t-test using independent sample t-test, and effect size using Cohen's D. The results show that N-Gain obtained in virtual laboratory activities, only two aspects were categorized as quite effective, namely warrant, and backing aspects. In addition, N-Gain obtained in real laboratory activities only has three aspects categorized as quite effective: evidence, warrant, and rebuttal. The hypothesis obtained in both laboratory activities is 0.000 at Sig. (2-tailed), and the Effect Size obtained in both laboratory activities is 0.91 and 0.79. Thus, STB-LAB can improve argumentation skills using two media, with the virtual laboratory getting the highest results in its improvement. This shows that STB-LAB is appropriate for improving argumentation skills at the undergraduate level.

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“…The media allows students to carry out practicum activities without having to go to the actual laboratory room, so it can be a solution to the demands of using technology in learning. In its use, the Mobile Geography Virtual Laboratory is more flexible in terms of time and location, the practicum is safer to do, and the results are fast and can be repeated directly [3]; [22]; [20]. The disadvantage of the Mobile Geography Virtual Laboratory media is that the material developed is still limited, so it is recommended to be developed in other sub-materials that are still related to practicum activities.…”

Section: Fig 8 Evaluation Menu Of the Applicationmentioning

confidence: 99%

The Development of Mobile Geography Virtual Laboratory for Rock and Soil Practicum Studies

Shaherani

Putra

Soelistijo³

et al. 2022

Int. J. Interact. Mob. Technol.

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The concept of concrete lithosphere material has limitations in being verbally stimulated by the teacher, so students have difficulty understanding the material. During the learning process, lithosphere material is rarely carried out in practicum activities due to the lack of media that can involve students directly. This study aims to produce, measure feasibility, and determine the effectiveness of mobile geography virtual laboratory learning media. This research was included in R&D research by adopting a 4-D development model. The results obtained, namely the Mobile Geography Virtual Laboratory media, are feasible and effectively used in rock and soil practicum activities. The results of this research can be an innovative solution for geography learning, especially in adequately supporting the implementation of practicum activities so that students can become more active and independent.

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

Cited by 11 publications

References 15 publications

Comparison Test Between Amrita Virtual Lab and Real Spectrometer on Refractive Index Using Blended Laboratory

Comparison Test Between Amrita Virtual Lab and Real Spectrometer on Refractive Index Using Blended Laboratory

Sophisticated Thinking Blended Laboratory (STB-LAB) Learning Model: Implications on Virtual and Real Laboratory for Increasing Undergraduate Student's Argumentation Skills

The Development of Mobile Geography Virtual Laboratory for Rock and Soil Practicum Studies

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