Virtual Lab Experiment: Physics Educational Technology (PhET)Photo Electric Effect for Senior High School

Supurwoko, Supurwoko; Cari, C; Sarwanto, Sarwanto; Sukarmin, Sukarmin; Budiharti, Rini; Dewi, Tiarasita Summa

doi:10.20961/ijsascs.v2i1.16750

Cited by 7 publications

(4 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This is thought to be due to the effect of treatment by applying a virtual laboratory in understanding environmental change material (pollution and climate change). This is in accordance with research showing that learning using virtual laboratories can help students learn concepts effectively (Gunawan et al, 2017;Hernández-de-Menéndez et al, 2019;Supurwoko et al, 2017). Research has also found that using simulation-based virtual laboratories can help improve students' understanding of concepts so that it can improve students' scores (Dewi et al, 2020;Kapilan et al, 2021;Peechapol, 2021).…”

Section: Resultssupporting

confidence: 89%

The application of virtual laboratory as an effort to improve 10th grade students’ learning outcomes on environmental change topic

Sidik,

Suhara,

Peristiwati

2022

Assim. Indo. J. Bio. Edu.

View full text Add to dashboard Cite

The purpose of this research was to identify the effect of a virtual laboratory application on the student results in the environmental changes topic at SMAN 16 Bandung. A virtual laboratory is an activity of learning with the use of software as a simulator containing all necessary equipment in preparation, tools, working step demonstration, and practicum observation. During the teaching and learning process, the teacher guided the students to understand the concept of learning, especially in the concept of environmental changes topic (pollution and climate changes). The students were directed to analyze and identify the problem of the topic itself, so they would develop the ability to think critically and solve the problems. The method used in this research was pre-experimental with a one-group pretest-posttest design. The sample in the research consisted of 34 students in one class experiment. Instruments used in this research consisted of 30 multiple choices questions with six options and a questionnaire about the attitude cases to the learning process. Supported research results showed that there was an effective effect in the application of virtual laboratory, with an N-gain value of 0.72 with the category of high effect. The average learning mastery of students after implementing a virtual laboratory was 88%. Learning outcomes about students' attitudes when learning using virtual laboratory showed a very good category with an average of 81%, with the highest attitude on indicators of collaboration and critical thinking.

show abstract

Section: Resultssupporting

confidence: 89%

The application of virtual laboratory as an effort to improve 10th grade students’ learning outcomes on environmental change topic

Sidik,

Suhara,

Peristiwati

2022

Assim. Indo. J. Bio. Edu.

View full text Add to dashboard Cite

show abstract

“…Media ini dapat digunakan melalui jaringan internet (online) maupun tanpa jaringan internet (offline) secara gratis melalui https://phet.colorado.edu. Penggunaan simulasi secara offline dapat diunduh melalui website PhET (Supurwoko et al, 2017). Simulasi tersebut diunduh dalam bentuk file html serta dapat dibagikan ke Google Classroom, Facebook dan Twitter.…”

Section: Physics Education Technology (Phet)unclassified

Review: Laboratorium Virtual untuk Pembelajaran Kimia di Era Digital

Lestari

Aprilia²,

Fortuna³

et al. 2023

Jambura J. Educational Chemistry

View full text Add to dashboard Cite

Pesatnya perkembangan teknologi informasi di era digital harus dimanfaatkan secara optimal untuk meningkatkan kualitas pembelajaran kimia. Di era digital ini, penggunaan laboratorium virtual dapat menggantikan laboratorium nyata sebagai sarana untuk membuktikan teori, hukum, dan konsep kimia. Kajian ini menelaah berbagai platform laboratorium virtual yang dapat digunakan dalam pembelajaran kimia. Platform laboratorium virtual yang dikaji dalam artikel ini adalah Chemcollective, Laboratorium Maya, PhET, dan Olabs. Setiap platform laboratorium virtual yang dikaji memiliki kelebihan dan kekurangan, sehingga informasi ini diharapkan dapat menjadi bahan pertimbangan bagi guru dalam memilih platform laboratorium virtual yang sesuai dengan tujuan pembelajaran kimia yang telah dirancang.

show abstract

“…It is a free program developed by the team of the University of Colorado. The PhET simulation is an interactive simulation, so it helps students to visualize the scenarios [9][10][11][12][13][14][15]. It is also suitable for an online classroom, especially during the pandemic of coronavirus disease 2019 (COVID-19).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of the simulation-based learning (SBL) assisted with scaffolding approach to address students’ misconceptions about projectile motion

Fongsamut¹,

Танаситтикосол²,

Phaksunchai³

2022

Phys. Educ.

View full text Add to dashboard Cite

This research studied the effectiveness of the simulation-based learning assisted with scaffolding approach to address students’ misconceptions (MCs) about projectile motion. The five MCs were related to the direction of the force acting on an object (MC1), the acceleration of an object at the top of the trajectory (MC2), the directions of velocity and acceleration during projectile motion (MC3), the time of flight of objects (MC4), and the relationship between the range of projectile motion and angle of projection (MC5). This study was a pre-experimental design using both quantitative and qualitative data. The sample comprised 35 tenth-grade Thai high school students who were chosen using the cluster sampling technique. The teaching method consisted of three steps: a briefing, simulation, and debriefing. Each step was assisted with scaffolding to guide and help the students. The MCs tests consisted of five multiple-choice questions with a four-tier diagnostic test, and the tests were used as a pre-test, end-of-class test, and end-of-topic test. Six semi-structured interview questions were used to obtain in-depth data. The results indicated that MC1, MC2, MC3, MC4, and MC5 were addressed by 11.1%, 85.7%, 57.2%, 57.2%, and 61.5%, respectively, at the end-of-topic test. Students who had MCs in the pre-test changed their understanding of the concepts in MC2, MC3, MC4, and MC5 by 57.1%, 14.3%, 28.6%, and 53.8%, respectively. None of the MC students in MC1 understood the concept at the end-of-topic test. Nevertheless, the overall results showed increased students’ understanding of all conceptions.

show abstract

Virtual Lab Experiment: Physics Educational Technology (PhET)Photo Electric Effect for Senior High School

Cited by 7 publications

References 5 publications

The application of virtual laboratory as an effort to improve 10th grade students’ learning outcomes on environmental change topic

The application of virtual laboratory as an effort to improve 10th grade students’ learning outcomes on environmental change topic

Review: Laboratorium Virtual untuk Pembelajaran Kimia di Era Digital

Effectiveness of the simulation-based learning (SBL) assisted with scaffolding approach to address students’ misconceptions about projectile motion

Contact Info

Product

Resources

About