Effectiveness of Virtual Laboratories in Science Education: A Meta-Analysis

The development of technologies had transformed the way we deliver our instruction to the students. Many researchers and teachers alike are advocating for the integration of technology into their instruction as it provides promising results. One key aspect as to which technology can be of great help is through virtual laboratory activities. This meta-analysis offered information on the effectiveness of using virtual laboratory activities to student achievement. Results of the meta-analysis revealed a medium effect size (g = 0.587) towards the use of virtual laboratories. The subject area and level of study were used as subgrouping to further explore the effectiveness of conducting virtual laboratories.

Model Pembelajaran Inquiry Terbimbing Terintegrasi Laboratorium Virtual untuk Meningkatkan Pemahaman Konsep dan Keterampilan Metakognitif Siswa

Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran inquiry terintegrasi laboratorium virtual terhadap pemahaman konsep dan keterampilan metakognitif siswa. Quasi eksperimen dengan nonequivalent control group design digunakan dalam penelitian ini. Sampel penelitian ini adalah 56 siswa yang terbagi ke dalam 2 (dua) kelas parallel yang dipilih menggunakan cluster random sampling technique. Instrumen yang digunakan berupa tes pemahaman konsep dan instrumen lembar penilaian (LP) keterampilan metakognitif yangtelah dinyatakan valid dan reliabel. Data penelitian dianalisis secara deskriptif menggunakan persamaan n-gain dan statistic dengan bantuan software IBM SPSS 23 Version. Hasil penelitian menunjukkan bahwa pemahaman konsep siswa pada kelompok eksperimen (mean= 79,19; n-gain= 0,76 dengan kategori tinggi) lebih baik dari kelompok kontrol (mean= 43,08; n-gain= 0,36 dengan kategori sedang) dan berbeda secara signifikan (p < 0.05). Keterampilan metakognitif siswa menunjukkan hal serupa, kelompok eksperimen (pertemuan I= 54,69 (pertemuan II= 67,86; pertemuan III= 79,24) ditemukan lebih baik dari kelompok control (pertemuan I= 46,09; pertemuan II= 53,01; dan pertemuan III= 55,13). Hasil penelitian menunjukkan model pembelajaran inquiry terbimbing terintegrasi laboratorium virtual efektif dalam meningkatkan pemahaman konsep dan keterampilan metakognitif siswa dalam pembelajaran kimia materi larutan penyangga. Virtual Laboratory Integrated Guided Inquiry Learning Model to Improve Students' Concept Understanding and Metacognitive Skills Abstract This study aims to determine the effectiveness of the virtual laboratory integrated guided-inquiry learning model on students' concept understanding and metacognitive skills. Quasi experimental with nonequivalent control group design was used in this study. The sample of this study was 56 students who were divided into 2 (two) parallel classes which were selected using the cluster random sampling technique. The instruments used were in the form of a concept understanding test and a metacognitive skill assessment sheet (LP) which had been declared valid and reliable. The research data were analyzed descriptively using the n-gain equation and statisticaly with the help of IBM SPSS 23 Version software. The results showed that students' concept understanding in the experimental group (mean = 79.19; n-gain = 0.76 in the high category) was better than the control group (mean = 43.08; n-gain = 0.36 in the medium category) and significantly different (p < 0.05). Students’ Metacognitive skills showed the same thing, the experimental group (meeting I = 54.69; meeting II = 67.86; meeting III = 79.24) was found to be better than the control group (meeting I = 46.09; meeting II = 53, 01, and meeting III = 55.13). The results showed that the virtual laboratory integrated guided-inquiry learning model was effective in improving students’ concept understanding and metacognitive skills in buffer solution chemistry learning subject.

PEMANFAATAN E-MODUL BERBANTUAN VIRTUAL LABORATORY DALAM PEMBELAJARAN IPA MAHASISWA CALON GURU SEKOLAH DASAR DI MASA PANDEMI COVID-19

The purpose of this study was to analyze the effectiveness of using virtual laboratory-assisted E-modules in science learning for prospective elementary school teacher students during the Covid-19 pandemic. This research method is an experiment with a quasi-experimental design. The subjects of this study were students of the PGSD study program FKIP UPY which consisted of two classes, namely class A5-20 as the experimental group and class A6-20 as the control group. The data collection instrument used a test question sheet consisting of pre-test and post-test question sheets. Data analysis technique using t-test and Normalized Gain (N-Gain). The results showed that there was a significant difference in science learning achievement between experimental group students and control group students as indicated by the value of t count = 2,799 > t table = 1,988 and (p) count = 0 < 0.05. Meanwhile, based on the results of the N-Gain test, it is known that the increase in science learning achievement in the experimental group obtained an N-Gain of 0.73 which is in the high category and in the control group an N-Gain of 0.52 is obtained which is in the medium category. Based on these results, it can be concluded that the use of e-modules assisted by virtual laboratories is effectively used in science learning for prospective elementary school teacher students during the COVID-19 pandemic.

PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING BERBANTUAN LABORATORIUM VIRTUAL TERHADAP KEMAMPUAN REPRESENTASI GRAFIK SISWA SMA DI SEKOLAH

This study aims to determine the effect of the guided inquiry learning model assisted by a virtual laboratory on the graphic representation ability of high school students in schools. The multi-representation used in this study is a graphical representation. This study uses a quasi-experimental method with a post test only design. The sample used in this study was taken by purposive sampling technique. This research was conducted at SMAN Pakusari with the research subjects of class X MIA 4 as the experimental class and class X MIA 1 as the control class. Data collection techniques using tests, tests in this study as data collection containing questions / exercises that are used to measure the ability of graphic representation owned by each individual. Based on the results of the t-test, with the 2 independent sample t-test or Mann-Whitney U test, it can be seen that the output of the Statistic Test for the asymp value. Sig. (2-tailed) that is 0.002 < 0.05 so that there is a significant effect between the ability of graphic representation in the experimental class and the control class. Keywords: Guided Inquiry, Virtual Laboratory, Graphic Representation Ability

Fostering Students’ Cognitive Achievement Through Employing Virtual Reality Laboratory (VRL)

Titration was one of the chemistry concepts that require practicum in the learning process. But, many obstacles in the real laboratory such as lack of material, tools, and times made the real laboratory less optimal. These lacks could be solved by used Virtual Reality (VR) technology. VR made a big contribution to the education sector. One of them was implementing it in the development virtual laboratory. Virtual laboratory plays an important role in the learning process. It was possible to manipulate 2D (virtual world) objects similar to 3D (real world) objects. This study developed Virtual Reality Laboratory (VRL) to analyze its characteristics, quality, and impact on students' cognitive achievement. A research and development (R&D) method with a post-test design was used in this study. The subjects of this study were 102 high school students in class XI. The samples were divided into 3 classes, namely CC (real laboratory); EC-1 (VRL); and EC-2 (real laboratory and VRL). The results of students' cognitive achievement were analyzed using ANOVA and it was found that there were significant differences in students' cognitive achievement in the three classes. Students who used VRL had higher cognitive achievement than students who used real laboratory. VRL also received excellent grades from chemistry educators. Thus VRL is very useful as a supplement in the teaching and learning process.

Comparative Effectiveness of Virtual Laboratory Instructional Package in Teaching Chemistry in Private and Public Secondary Schools

The study investigated Comparative Effectiveness of Virtual Laboratory Instructional Package in Teaching Chemistry in Private and Public Secondary Schools in Ondo State, Nigeria. The purpose of the study was to compare the performance of students in chemistry in both private and public secondary schools in Ondo state using Virtual Laboratory Instructional Package. The study adopted the quasi-experimental pretest/posttest control group design. The sample for the study consisted of 183 senior secondary school two (SSSII) science students that were selected across the three senatorial districts of Ondo state using multistage sampling techniques. Two groups were involved in the study; the experimental group and the control group. The students in the experimental group were exposed to virtual laboratory instructional package while the control group was taught chemistry with the conventional method. One instrument; Chemistry Achievement Test was used to collect data for the study. The reliability of the instrument was ascertained through test-re-test method and the reliability index of 0.75 was obtained for the instrument. Hypotheses 1, 2 and 3 were tested with Analysis of Covariance (ANCOVA). However, Multiple Classifications Analysis (MCA) was used to identify the variable that contributed to the difference among groups. All the hypotheses were tested at 0.05 level of significance. The findings of the study showed that students exposed to Chemistry practical through virtual laboratory Instructional package in private secondary schools performed significantly better than their counterparts in public secondary schools. It was also found from the study that, gender has no effects on student’s performance in public secondary schools meanwhile; there was gender difference in the performance of students in private secondary schools in favour of female students. Based on the findings, it was recommended that Government at all levels should endeavour to provide information and communication facilities like computer based instructional package in schools to teach chemistry and such must be made accessible to all students, so as to promote interactive and individualized learning among secondary school students.