Implementation of Web-Based Virtual Laboratory Media in Learning

Susilawati, Puspita Ratna

doi:10.30738/jtv.v7i2.6396

Cited by 4 publications

(3 citation statements)

References 7 publications

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“…Accordingly, GBL implementation in the biological interaction chapter affected student cognitive learning outcomes in covid-19 pandemic distance learning. Similar results were obtained by Susilawati (2019), the simulation game based on virtual laboratory had a significant effect on students' cognitive learning outcomes. According to Knowles (2002) , the changes in student learning outcomes were the result of the treatment.…”

Section: Results and Discussion Student Cognitive Learning Outcomessupporting

confidence: 81%

Game-based learning: An alternatif learning model in covid-19 distance learning

Susilawati

Handoyo

2022

Biosfer

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Distance learning as Covid-19 pandemic solution has student learning boredom as a negative impact. Game application can increase students' enthusiasm and motivation to learn in distance learning. The game-based learning (GBL) model is potentially applied to create a fun learning atmosphere and overcome learning boredom. This study aims to determine the effect of GBL implementation on cognitive learning outcomes and student responses in the biological interaction chapter in Covid-19 distance learning. This research wasexperimental research (one-group pretest-posttest design). The research sample was 25 students. This research used one treatment group without a control group. The test questions were used as cognitive learning outcomes instruments. The questionnaire was used as a student response instrument. Game application used were classified as mobile games, single-player games, role-playing game (RPG). GBL syntaxes were pre-experimentation, experimentation, reflection, activity, and discussion. The results showed that the implementation of GBL in the biological interaction chapter in Covid-19 distance learning affected students' cognitive learning outcomes. The effect of this model could improve students' cognitive learning outcomes with 28% students of low category N-gain while 72% students of medium and high.

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Section: Results and Discussion Student Cognitive Learning Outcomessupporting

confidence: 81%

Game-based learning: An alternatif learning model in covid-19 distance learning

Susilawati

Handoyo

2022

Biosfer

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“…In this regard, the previous result studies which analyzed the effect of these variables on the need for a substitute laboratory for students in the quantitative field, especially in Indonesia, have not been found. However, the use of a virtual laboratory has been researched to help improve the better meaning of the learning process, especially in the formation of the character of students (Rahmiati, 2019;Susilawati, 2019). The implementation of the virtual laboratory was also investigated and found to have the potential to produce more significant benefits during the pandemic.…”

Section: Resultsmentioning

confidence: 99%

Virtual Laboratory: An Alternative Method of Practicum Learning in Higher Education during the Covid-19 Pandemic

et al. 2022

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The practicum laboratory is one of the crucial factors in lectures whose practice is still experiencing many obstacles during the pandemic in Indonesia. Due to online learning regulations that require students not to be active in campus laboratories. This research with an R&D approach aims to produce e-learning products based on virtual laboratories and meet the limited access to practicum laboratories. This study involved 101 students who were used as respondents and research subjects. With an R&D approach and using the Rowntree development model, the product is refined at a level. In the first stage, the research team conducted a preliminary study to photograph student learning models in the industrial 4.0 era amid the COVID-19 pandemic. The second stage is to create an e-learning model based on a virtual laboratory with Zoom in quantitative research methods courses using SPSS software. In this study, the research team designed two versions of the training model, which were consulted with experts and then revised based on the consultation results. Small-scale and large-scale product testing was carried out by the team research so that, in the end, the virtual laboratory product was obtained in the final. In the post-test assessment, the research results positively prove that 99% of students agree with the existence of virtual laboratory-based e-learning. Based on these results, a virtual laboratory must be immediately created through e-learning or online learning supported by an active learning approach so that students will be able to practice quantitative data analysis optimally using SPSS.

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“…Problems in learning activities could be characterisation into student behaviour and learning outcomes (Priyayi et al, 2018). In biology learning, abstract material problems, constraints of time, cost, and laboratory safety in practicum, one solution was implementing a virtual laboratory (Susilawati, 2019). However, the implementation of virtual laboratories had a weakness.…”

Section: Introductionmentioning

confidence: 99%

The Implementation of Flipped Learning in Squash Method Material in Microtechnique Course

Susilawati

2020

BES

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Background: The implementation of flipped learning could be one of the solutions offered so that practicum that was limit by time could be carried out. This study aimed to determine the effect of implementing the flipped learning model on student understanding of the squash method material in microtechnique courses. Methods: This quasi study used a non-equivalent control group design. In the treatment group the flipped learning model was applied and an analysis of its effect on student understanding was carried out. The research data were obtained through the pretest and posttest. The pretest is used to evaluate the ability to remembering and understanding, while the posttest evaluates the ability to analyze, evaluate and create. The pretest and posttest value data were used to calculate the N-gain value, then the Mann-Whitney U test was performed to determine the difference between the two. Results: The increase in the mean value in the treatment class was higher than in the control class. The treatment class was 5.2, while the control class was 0.82. The percentage of students who showed a high and moderate N-gain score in the treatment class was 54.05%, while the control class was 40%. There was no difference between the N-gain value in the treatment and control classes. The flipped learning model's implementation did not affect student understanding but had been able to increase student understanding of the squash method material. Conclusions: The flipped learning model could be applied as a solution to practical problems constrained by time constraints.

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Implementation of Web-Based Virtual Laboratory Media in Learning

Cited by 4 publications

References 7 publications

Game-based learning: An alternatif learning model in covid-19 distance learning

Game-based learning: An alternatif learning model in covid-19 distance learning

Virtual Laboratory: An Alternative Method of Practicum Learning in Higher Education during the Covid-19 Pandemic

The Implementation of Flipped Learning in Squash Method Material in Microtechnique Course

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