Discovery Learning-Based Virtual Laboratory in Physics Education as an Effort to Enhance Students’ Scientific Attitudes
DOI:
10.29303/jppipa.v10i3.5522Published:
2024-03-30Issue:
Vol. 10 No. 3 (2024): MarchKeywords:
Discovery learning, Photoelectric effect, Physics education, Students' scientific attitudes, Virtual laboratoryResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
This research aims to evaluate the effectiveness of using discovery-based virtual laboratories in enhancing students' scientific attitudes towards the topic of the photoelectric effect. The method employed a quasi-experimental design involving 12th-grade students at SMAN 2 Yogyakarta. The research design employed is pretest-posttest, nonequivalent multiple-group design. Subject selection was conducted through purposive sampling, resulting in experimental and control classes. The research subjects were from classes 12 MIPA 4 and 12 MIPA 5. Data were collected through questionnaires and observations of scientific attitudes. Observations during the learning process were conducted by three observers. The results of the study showed an improvement in the understanding of physics concepts and the development of scientific attitudes in the experimental group, with an average score of 89.36. The improvement in the experimental group was higher than that in the control group. These findings indicate that virtual laboratories based on discovery learning are effective in enhancing students' scientific attitudes. This finding highlights the potential of virtual laboratories in fostering scientific attitudes and assisting students in understanding modern physics, thereby stimulating their interest in the subject. The positive implications for physics education indicate that this approach can address students' challenges in learning physics conventionally
References
Apriani, N. W. R., Doyan, A., Sridana, N., & Susilawati, S. (2020). The validity of physical learning device based on discovery learning model assisted by virtual laboratory. Jurnal Penelitian Pendidikan IPA, 6(2), 132–135. https://doi.org/10.29303/jppipa.v6i2.413
Arista, F. S., & Kuswanto, H. (2018). Virtual physics laboratory application based on the android smartphone to improve learning independence and conceptual understanding. International Journal of Instruction, 11(1), 1–16. https://doi.org/10.12973/iji.2018.1111a
Astuti, T. N., Sugiyarto, K. H., & Ikhsan, J. (2020). Effect of 3D visualization on students’ critical thinking skills and scientific attitude in chemistry. International Journal of Instruction, 13(1), 151–164. https://doi.org/10.29333/iji.2020.13110a
Buxner, S. R., Impey, C. D., Romine, J., & Nieberding, M. (2018). Linking introductory astronomy students’ basic science knowledge, beliefs, attitudes, sources of information, and information literacy. Physical Review Physics Education Research, 14(1), 10142. https://doi.org/10.1103/PhysRevPhysEducRes.14.010142
Cai, S., Liu, C., Wang, T., Liu, E., & Liang, J. (2021). Effects of learning physics using augmented reality on students’ self-efficacy and conceptions of learning. British Journal of Education Technology, 52(1), 235–251. https://doi.org/10.1111/bjet.13020
Chen, Y., Liu, Y., Chen, Y., Wang, D., Wang, X., & Lacarrière, B. (2019). Experimental study on the effect of dust deposition on photovoltaic panels. Energy Procedia, 158, 483–489. https://doi.org/10.1016/j.egypro.2019.01.139
Fornalski, K. W. (2018). Simple empirical correction functions to cross sections of the photoelectric effect, Compton scattering, pair and triplet production for carbon radiation shields for intermediate and high photon energies. Journal of Physics Communication, 2018(2). https://doi.org/10.1088/2399-6528/aab408
Gunawan, Harjono, A., Hermansyah, & Herayanti, L. (2019). Guided inquiry model through virtual laboratory to enhance students’ science process skills on heat concept. Cakrawala Pendidikan, 38(2), 259–268. https://doi.org/10.21831/cp.v38i2.23345
Gutiérrez, O. A., Galloway, R. K., Santos, A., Martínez-Huerta, H., & González, H. (2022). Assisted discovery based learning of the electric force with scaffolding for novice students. Education Sciences, 12(4), 1–16. https://doi.org/10.3390/educsci12040269
Husnaini, S. J., & Chen, S. (2019). Effects of guided inquiry virtual and physical laboratories on conceptual understanding, inquiry performance, scientific inquiry self-efficacy, and enjoyment. Physical Review Physics Education Research, 15(1), 10119. https://doi.org/10.1103/PhysRevPhysEducRes.15.010119
Isnaeni, W., Sujatmiko, Y. A., & Pujiasih, P. (2021). Analysis of the Role of Android-Based Learning Media in Learning Critical Thinking Skills and Scientific Attitude. Jurnal Pendidikan IPA Indonesia, 10(4), 607–617. https://doi.org/10.15294/jpii.v10i4.27597
Jannah, M., Khaldun, I., & Safrida, S. (2021). Application of Virtual Laboratory assisted Discovery Learning Model to Improve Science Process Skills and Learning Outcomes in Circulatory System Material. Jurnal Penelitian Pendidikan IPA, 7(1). https://doi.org/10.29303/jppipa.v7i1.470
Klein, P., Ivanjek, L., Dahlkemper, M. N., Jeličić, K., Geyer, M. A., Küchemann, S., & Susac, A. (2021). Studying physics during the COVID-19 pandemic: Student assessments of learning achievement, perceived effectiveness of online recitations, and online laboratories. Physical Review Physics Education Research, 17(1), 1–11. https://doi.org/10.1103/PhysRevPhysEducRes.17.010117
Kurniawan, D. A., Astalini, A., Darmaji, D., & Melsayanti, R. (2019). Students’ attitude towards natural sciences. International Journal of Evaluation and Research in Education, 8(3), 455–460. https://doi.org/10.11591/ijere.v8i3.16395
Kurniawan, D. A., Astalini, A., & Sari, D. K. (2019). An evaluation analysis of students’ attitude towards physics learning at senior high school. Jurnal Penelitian dan Evaluasi Pendidikan, 23(1), 26–35. https://doi.org/10.21831/pep.v23i1.20821
Lestari, D. P., Supahar, Paidi, Suwarjo, & Herianto. (2023). Effect of science virtual laboratory combination with demonstration methods on lower-secondary school students’ scientific literacy ability in a science course. Education and Information Technologies, 0123456789. https://doi.org/10.1007/s10639-023-11857-8
Lopez-Segovia, A., Rodriguez-Rodriguez, I., Rodriguez, J. V., Pardo-Quiles, D., & Campo-Valera, M. (2023). A set of laboratory experiments for the proper understanding of the photoelectric effect within a teaching/learning context. Revista Iberoamericana de Tecnologias Del Aprendizaje, 18(3), 226–232. https://doi.org/10.1109/RITA.2023.3301410
Mandagi, A. F., Iswanto, B. H., & Sugihartono, I. (2021). Virtual microscopic simulation (VMS) for physics learning of the photoelectric effect in high school. Journal of Physics: Conference Series, 2019(1). https://doi.org/10.1088/1742-6596/2019/1/012013
Mediartika, N., & Aznam, N. (2018). Developing portfolio assessment based on multiple intelligence instrument for measuring critical thinking skills and scientific attitude. Jurnal Inovasi Pendidikan IPA, 4(1), 52–63. Retrieved from http://journal.uny.ac.id/index.php/jipi Jurnal
Pattiserlihun, A., & Setiadi, S. J. J. (2020). Blended-flipped classroom learning for physics students with the topic of the photoelectric effect. Jurnal Inovasi Pendidikan IPA, 6(1), 71-78. http://dx.doi.org/10.21831/jipi.v6i1.28109
Pramuda, A., Mundilarto, Kuswanto, H., & Hadiati, S. (2019). Effect of real-time physics organizer based smartphone and indigenous technology to students’ scientific literacy viewed from gender differences. International Journal of Instruction, 12(3), 253–270. https://doi.org/10.29333/iji.2019.12316a
Priska, M., Peni, N., & Wao, Y. P. (2021). Development of acid-base devices integrating arcs motivation strategy in problem-solving learning model scientific attitude and critical thinking skills of students. Jurnal Penelitian Pendidikan IPA, 7(SpecialIssue), 288–296. https://doi.org/10.29303/jppipa.v7ispecialissue.1126
Purwaningtyas, D. A., Prabowo, H., Napitupulu, T. A., & Purwandari, B. (2022). The Integration of augmented reality and virtual laboratory based on the 5e model and vark assessment: a conceptual framework. Jurnal Pendidikan IPA Indonesia, 11(3), 449–460. https://doi.org/10.15294/jpii.v11i3.36367
Qian, W. (2023). On the physical process and essence of the photoelectric effect. Journal of Applied Mathematics and Physics, 11(06), 1580–1597. https://doi.org/10.4236/jamp.2023.116104
Ratnasari, I. T., Wardani, S., & Nuswowati, M. (2018). The impact of multiple intelligences approach through quantum teaching model toward the scientific attitude and science learning outcomes in the fourth grade students. Journal of Primary Education, 7(2), 146–154. https://doi.org/10.15294/jpe.v7i2.21979
Santoso, P. H., & Munawanto. (2020). Approaching electrical circuit understanding with circuit builder virtual laboratory. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 9(2), 259-269. https://10.24042/jipfalbiruni.v9i2.5976
Sari, R. P., Mauliza, M., Nazar, M., & Nahadi, N. (2020). The Implementation of Performance Assessment Through Virtual Laboratory to College Students’ Creative Thinking Skills. Jurnal Penelitian Pendidikan IPA, 7(1), 5. https://doi.org/10.29303/jppipa.v7i1.484
Shurygin, V., Deryagin, A., Krasnova, L., & Sahabiev, I. (2022). Implement a laboratory workshop in physics and electrotechnical disciplines in the face of COVID-19 pandemic. International Journal of Evaluation and Research in Education, 11(3), 1368–1374. https://doi.org/10.11591/ijere.v11i3.22357
Spagnolo, G. S., Leccese, F., & Leccisi, M. (2019). LED as transmitter and receiver of light: A simple tool to demonstration photoelectric effect. Crystals, 9(10), 1–17. https://doi.org/10.3390/cryst9100531
Suastra, I. W., & Ristiati, N. P. (2019). Developing Critical Thinking, Scientific Attitude, and Self-efficacy in Students through Project Based Learning and Authentic Assessment in Science Teaching at Junior High School. Journal of Physics: Conference Series, 1233(1). https://doi.org/10.1088/1742-6596/1233/1/012087
Subali, B., Kumaidi, Aminah, N. S., & Sumintono, B. (2019). Student achievement based on the use of scientific method in the natural science subject in elementary school. Jurnal Pendidikan IPA Indonesia, 8(1), 39–51. https://doi.org/10.15294/jpii.v8i1.16010
Sulaiman, N., Werth, A., & Lewandowski, H. J. (2023). Students’ views about experimental physics in a large- enrollment introductory lab focused on experimental scientific practices. Physical Review Physics Education Research, 19(1), 10116. https://doi.org/10.1103/PhysRevPhysEducRes.19.010 116
Sunyono, S., & Sudjarwo, S. (2018). Mental models of atomic structure concepts of 11th grade chemistry students. Asia-Pacific Forum on Science Learning and Teaching, 19(1), 1–21. Retrieved from https://www.eduhk.hk/apfslt/download/v19_issue1_files/sunyono.pdf
Susilawati, S., Azizah, N. A. N., & Kusuma, H. H. (2021). Investigating differences in project activities and student digital literacy between learning through electronic workbench and PhET simulation. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 10(2), 299–311. https://doi.org/10.24042/jipfalbiruni.v10i2.10008
Sutarno, S., Setiawan, A., Kaniawati, I., & Suhandi, A. (2019). The development of higher order thinking virtual laboratory on photoelectric effect. Journal of Physics: Conference Series, 1157(3). https://doi.org/10.1088/1742-6596/1157/3/032034
Tiwi, N. A., Kristian, H. S., & Jaslin, I. (2019). Using Virtual Reality toward Students’s Scientific Attitude in Chemical Bonding. European Journal of Education Studies, 6(2), 224–238. https://doi.org/10.5281/zenodo.2958411
Utami, D. D., Halim, A., Yusrizal, Y., Elisa, E., & Herliana, F. (2022). The Impact of Edmodo assisted by the Virtual Laboratory on Students' Learning Motivation and Independence. Jurnal Penelitian Pendidikan IPA, 8(6), 2987–2994. https://doi.org/10.29303/jppipa.v8i6.2207
Wibowo, F. C., Setiawan, A., Alizkan, U., Darman, D. R., & Budi, E. (2019). Educational technology of virtual physics laboratory (VPL) for the microscopic concept. Universal Journal of Educational Research, 7(12), 2867–2882. https://doi.org/10.13189/ujer.2019.071238
Zulkifli, Z., Azhar, A., & Syaflita, D. (2022). Application effect of phet virtual laboratory and real laboratory on the learning outcomes of class xi students on elasticity and hooke’s law. Jurnal Penelitian Pendidikan IPA, 8(1), 401–407. https://doi.org/10.29303/jppipa.v8i1.1274
Author Biographies
Liza Septia Ahmad, Universitas Negeri Yogyakarta
Zuhdan Kun Prasetyo, Universitas Negeri Yogyakarta
License
Copyright (c) 2024 Liza Septia Ahmad, Zuhdan Kun Prasetyo
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).