Comparison of the Effect of Using Virtual Laboratory Based on PhET Simulation and Real Laboratory in Improving Mastery of Electronic Concepts of Physics Education Students
DOI:
https://doi.org/10.22437/teknopedagogi.v14i2.37487Keywords:
Concept Mastery, Constructivist Laboratory, Electronic, PhET Simulation, Physics EducationAbstract
This study aimed to compare the mastery of electronic concepts among physics education students using a constructivist virtual laboratory (PhET Simulation) and a real constructivist laboratory. The importance of this research lies in the potential of virtual laboratories as an alternative to physical ones, especially when resources are limited. The research employed a quasi-experimental design with a matching-only posttest-only control group. The sample consisted of 68 physics education students from UIN Alauddin Makassar, divided into two groups: one using PhET Simulation (34 students) and the other using real laboratories (34 students). Data were collected through multiple-choice tests designed to measure concept mastery, analyzed using descriptive statistics and inferential tests such as t-tests. The results showed no significant difference in concept mastery between students using PhET Simulation and those using real laboratories (t =-0.167, p= 0.868). Both methods were equally effective in enhancing students’ understanding of electronics. The novelty of this study lies in directly comparing the two laboratory approaches within a constructivist framework. This finding suggests that virtual laboratories can serve as a viable alternative to real laboratories in supporting concept mastery, offering flexibility and resource efficiency. The implications of the study are particularly relevant for educational institutions with limited access to physical laboratories, as PhET Simulation provides a cost-effective solution without compromising learning outcomes.
Downloads
References
Adiningsih, M. D., Karyasa, I. W., & Muderawan, I. W. (2020). Profile of Students Science Process Skills in Acid Base Titration Practicum at Class XI MIPA 3 SMA Negeri 1 Singaraja Bali. IOP Conference Series: Materials Science and Engineering, 1503(012037), 1–7. https://doi.org/10.1088/1742-6596/1503/1/012037
Alfiyanti, I. F., Jatmiko, B., & Wasis. (2020). The Effectiveness of Predict Observe Explain (POE) Model with PhET to Improve Critical Thinking Skills of Senior High School Students. Studies in Learning and Teaching, 1(2), 76–85. https://doi.org/10.46627/silet.v1i2.34
Altmeyer, K., Kapp, S., Thees, M., Malone, S., Kuhn, J., & Brunken, R. (2020). The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses Theoretical background and empirical results. British Journal of Educational Technology, 51(3), 611–628. https://doi.org/10.1111/bjet.12900
Assem, H. D., Nartey, L., Appiah, E., & Aidoo, J. K. (2023). A Review of Students Academic Performance in Physics: Attitude , Instructional Methods , Misconceptions and Teachers Qualification. European Journal of Education and Pedagogy, 4(1), 84–92. https://doi.org/10.24018/ejedu.2023.4.1.551
Banda, H. J., & Nzabahimana, J. (2021). Effect of integrating physics education technology simulations on students’ conceptual understanding in physics: A review of literature. Physical Review Physics Education Research, 17(2), 23108. https://doi.org/10.1103/PhysRevPhysEducRes.17.023108
Chen, Y.L., Pan, P.-R., Sung, Y.T., & Chang, K.E. (2013). Correcting Misconceptions on Electronics: Effects of a simulation-based learning environment backed by a conceptual change model. Educational Technology and Society, 16(2), 212–227.
Coccia, M. (2020). The evolution of scientific disciplines in applied sciences: dynamics and empirical properties of experimental physics. In Scientometrics (Vol. 124, Issue 1). Springer International Publishing. https://doi.org/10.1007/s11192-020-03464-y
Eralita, N. (2023). Analisis Keterampilan Proses Sains dalam Praktikum Kimia Fisika. Orbital: Jurnal Pendidikan Kimia, 7(2), 187–196. https://doi.org/10.19109/ojpk.v7i2.19402
Fitriani, R., Maryani, S., Chen, D., Aldila, F. T., Br.Ginting, A. A., Sehab, N. H., & Wulandari, M. (2021). Mendeskripsikan Keterampilan Proses Sains Siswa melalui Kegiatan Praktikum Viskositas di SMAN 1 Muaro Jambi. PENDIPA Journal of Science Education, 5(2), 173–179. https://doi.org/10.33369/pendipa.5.2.173-179
Kamid, Kurniawan, D. A., Perdana, R., Widodi, B., Triani, E., Yathasya, D., & Fadillah, P. (2023). The Persistence Character and Math Processing Skills of Elementary School Students in Thematic Learning. Jurnal Ilmiah Sekolah Dasar, 7(2), 363–373. https://doi.org/10.23887/jisd.v7i2.55094
Kolil, V. K., Muthupalani, S., & Achuthan, K. (2020). Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy. International Journal of Educational Technology in Higher Education, 17(1), 30.
Kulgemeyer, C., Borowski, A., Buschhuter, D., Enkrott, P., Kempin, M., Reinhold, P., Riese, J., Schecker, H., Schröder, J., & Vogelsang, C. (2020). Professional knowledge affects action-related skills: The development of preservice physics teachers’ explaining skills during a field experience. Journal of Research in Science Teaching, 57(10), 1554–1582. https://doi.org/10.1002/tea.21632
Liana, L., Kosim, K., & Taufik, M. (2023). The Influence of the Problem-Based Learning Model Assisted by PhET Simulations on Students’ Problem-Solving Abilities and Mastery of Physics Concepts. AMPLITUDO: Journal of Science and Technology Innovation, 2(2), 101–107.
Muller, ClauMuller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review, 34, 100394.
Noorjanah, A. D., Astuti, R., & Sa’diyah, H. (2023). Profil Laboratorium Ipa Di SMP Negeri 2 Karangdowo Tahun Ajaran 2021/2022. Journal of Educational Learning and Innovation (ELIa), 3(1), 01–15. https://doi.org/10.46229/elia.v3i1.473
Orobor, I. A., & Orobor, E. H. (2020). A review of virtual laboratory and justification for adoption in Nigeria tertiary educational institutions. International Journal of Open Information Technologies, 8(2), 47–53.
Ouahi, M. Ben, Lamri, D., Hassouni, T., & Al Ibrahmi, E. M. (2022). Science teachers’ views on the use and effectiveness of interactive simulations in science teaching and learning. International Journal of Instruction, 15(1), 277–292. https://doi.org/10.29333/iji.2022.15116a
Pela, S. O., Le, N. N., Kaboro, P. G., & Nurjamil, A. (2023). Innovation of physics e-module: Utilizing local wisdom of Lampung’ s handwritten batik in teaching heat and temperature material to foster students’ scientific attitude. Schrodinger:Journal of Physics Education, 4(4), 132–138. https://doi.org/10.37251/sjpe.v4i4.924
Ruwiyah, S., Rahman, N. F. A., Rahim, A. R. A., Yusof, M. Y., & Umar, S. H. (2021). Cultivating science process skills among physics students using PhET simulation in teaching. Journal of Physics: Conference Series, 2126(1). https://doi.org/10.1088/1742-6596/2126/1/012007
Samijo, & Romadona, D. D. (2023). A Study of Science Process Skills on Simple Pendulum Materials. Schrodinger:Journal of Physics Education, 4(1). https://doi.org/10.37251/sjpe.v4i1.494
Sarwoto, T. A., Budi Jatmiko, & Elok Sudibyo. (2020). Development of Online Science Teaching Instrument Based on Scientific Approach Using PhET Simulation to Improve Learning Outcomes at Elementary School. IJORER: International Journal of Recent Educational Research, 1(2), 90–107. https://doi.org/10.46245/ijorer.v1i2.40
Serevina, V., & Kirana, D. (2021). The development of virtual laboratory assisted by flash and PhET to support distance learning. Journal of Physics: Conference Series, 2019 (1). https://doi.org/10.1088/1742-6596/2019/1/012030
Sinaga, P., & Setiawan, W. (2022). The impact of electronic interactive teaching materials (EITMs) in e-learning on junior high school students’ critical thinking skills. Thinking Skills and Creativity, 46, 101066.
Sjoen, M. M. (2023). From Global Competition to Intercultural Competence: What Teacher Training Students with Cross Cultural Teaching Experience Should be Learning. Scandinavian Journal of Educational Research, 67(1), 140–153. https://doi.org/10.1080/00313831.2021.1990121
Triani, E., Darmaji, & Astalini. (2023). Identiifikasi Keterampilan Proses Sains dan Kemampuan Berargumentasi. Jurnal Pendidikan Dan Pembelajaran IPA Indonesia, 13(1), 9–16. https://doi.org/10.23887/jppii.v13i1.56996
Uwamahoro, J., Ndihokubwayo, K., Ralph, M., & Ndayambaje, I. (2021). Physics Students’ Conceptual Understanding of Geometric Optics: Revisited Analysis. Journal of Science Education and Technology, 30(5), 706–718. https://doi.org/10.1007/s10956-021-09913-4
Valtonen, T., Leppänen, U., Hyypiä, M., Kokko, A., Manninen, J., Vartiainen, H., Sointu, E., & Hirsto, L. (2021). Learning environments preferred by university students: a shift toward informal and flexible learning environments. Learning Environments Research, 24, 371–388.
Yusuf, I., & Widyaningsih, S. W. (2020). Implementing E-Learning-Based Virtual Laboratory Media to Students’ Metacognitive Skills. International Journal of Emerging Technologies in Learning, 15(5).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Annisa Fitriani
This work is licensed under a Creative Commons Attribution 4.0 International License.