Virtual Laboratory to Support a Practical Learning of Micro Power Generation in Indonesian Vocational High Schools

Abstract

The rapid changes in industrial revolution 4.0 demand change in education, especially at vocational education. Teachers in Vocational High School (VHS) in Indonesia are expected to bring technology-based innovations to achieve success in learning. Learning facilities are one of the factors supporting the success of learning class. Ideally, Indonesian Vocational High Schools have facilities and infrastructure following industrial. Currently, schools have difficulty providing learning support facilities and infrastructure following those in the industry. Thus, the equipment in the school laboratory is irrelevant to the existing equipment in the industry. The practicum apparatus gap between VHS and industry requires appropriate and effective solutions. The gap occurred in practical learning of micro power generation Indonesian VHS. On the other hand, virtual laboratories in the learning process can help students learn an object that cannot be presented in the classroom. By using virtual laboratories, students learn to use industry apparatus through virtual forms. This research aims to overcome the problem of practical learning in VHS, especially on practical learning of micro power generation through the virtual laboratory. This study used the 4D model approach (Define, Design, Develop, and Disseminate). The result showed that the virtual laboratory of micropower generation effectively supported learning and transfer of knowledge in practical learning, especially during the covid 19 pandemics.

Application of cloud computing in the process of professional training of physics teachers

“…In addition, many students can study theory online, but there are some significant limitations when trying to gain skills online or using traditional methods. Indeed, virtual labs can be effective in helping students acquire analytical and research thinking skills, develop strong persuasion skills, and make decisions in uncertainties [2].…”

A co‐creation experiment for virtual laboratories of mechanics in engineering education

“…In this context, virtual laboratories, where available, provided a salutary, even though not complete, replacement of physical laboratories. The rapid implementation in the current teaching process was marked by several challenges [11,12,14] (need for urgent curricula re-design, insufficient infrastructure, and training for the use of online tools, both for teachers and students, cyber security issues, harmful effects of prolonged exposure to electronic devices, etc. ), but also revealed numerous opportunities that were overlooked before.…”

“…They allow collaboration in groups to conduct experiments [75], while avoiding, at the same time, the health risks. The COVID-19 pandemic not only increased substantially the degree of implementation and use of VLs in educational institutions but also significantly improved the perception of the teaching staff about their utility [11,12,14,32,67]. Several authors consider that virtual laboratories will continue to be a constant presence in the post-COVID educational landscape, coexisting with physical laboratories [12,67,76].…”

Enhancing digital and professional competences via implementation of virtual laboratories for future physical therapists and rehabilitologist

“…Also, many students can learn the theory online, but there are some significant limitations when trying to acquire skills online or through traditional methods. Indeed, virtual laboratories can be effective in helping students acquire skills in analytical and diagnostic thinking, develop strong persuasive skills, and make decisions under conditions of uncertainty [2].…”