Virtual laboratory of science on symbiotic material for primary school students

Abstract

Practical activities in learning science often experience constraint in terms of tools, materials, places and time. These constraints hinder the acquisition of facts, concepts and theories of science. The purpose of this study was to develop a learning media in the form of virtual laboratory to teach Science (symbiotic). In developing virtual laboratory media, the steps that should be followed include defining problem, designing system, programming, testing, operational and maintenance and evaluation. This media is valid and easy to be used in learning science at primary school. The instruments used in this study were observation and questionnaires. Four grader students were involved as the subject of the study. The results of expert validation and practitioners indicated that this media is feasible and can be used in learning science. Virtual laboratory learning media enable to visualize abstract concepts of substance or events into more concrete concepts for primary school students. Interesting and concrete learning media can develop students’ interests in learning science.

Understanding the Enabling and Constraining Factors in Using the Virtual Lab

“…The findings from the teachers revealed that conducting practical experiments in the VL platform is much more affordable and that resource-constrained rural schools can make use of the VL as an alternative to the real lab. This is supported by Lestari andSupahar (2020), andKumala et al, (2021). The following are the comments from the teachers in this study.…”

“…Recently, a robust symbiotic relationship between science education and ICT in education has developed in which the two are joined by an 'umbilical cord' of mutual benefit. This relationship has drastically transformed the laboratory science education landscape (Kumala et al, 2021;Eliyawati et al, 2021), and a new form of laboratory, Virtual Lab (VL), has emerged. VL is a simulated version of a traditional laboratory in which the learner is provided with instruments that are virtual representations of real objects used in conventional laboratories (Lestari & Supahar, 2020).…”

Pengembangan video pembelajaran berbasis eksperimen untuk mengatasi loss-learning dalam pembelajaran IPA siswa sekolah dasar

“…Khususnya dalam pembelajaran IPA, praktek langsung merupakan hal wajib yang harus dilaksankana ketika melaksanakan pembelajaran pada materi materi tertentu. Namun kendala di lapangan, praktek langsung sering kali juga sulit diwujudkan karena bahan yang mahal (Tüysüz, 2010;Yusuf & Subaer, 2013), berbahaya (Suyatna, 2009), membutuhkan waktu (Asih et al, 2016;Cengiz Tüysüz, 2010;Yuniarti et al, 2012), dan keterbatasan tempat yang dimiliki (Kumala et al, 2021;Kumala, 2017).…”

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

“…In an effort to accommodate practical activities that are not possible to carry out in a real laboratory, one of the efforts that can be made is by elaborating and developing a virtual lab (Kumala et al 2021;Arifin et al 2020;Revenchuk et al 2020;Erlina, 2018;Yeni, 2015). 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).…”

“…Virtual labs are actually able to stimulate the improvement of students' scientific literacy skills (Alneyadi, 2019;Ismail et al 2016). In addition, the use of virtual labs is able to stimulate the improvement of students' chemical scientific behavior (Koehler, 2021).…”