The Effect of Guided Inquiry Learning by Virtual Laboratory Assistance in Physics Learning in Indonesian Senior High Schools: A Meta-Analysis

Abstract

There are hundreds of studies on the effect of Guided Inquiry Learning by Virtual Laboratory Assistance (GILVLA) in Physics learning in Senior High School on students' learning outcomes in science. The studies have some contradictory results. In order to determine the impact of GILVLA on students' science learning outcomes and to gauge the degree of inter-study variation, a meta-analysis research was done. To find pertinent research that falls under the research's purview, the ERIC, Scopus, and Google Scholar databases were investigated. By entering predefined keywords into the databases, it was found that there are 128 articles published in the last decade related to research purposes. Based on the results of the inclusion criteria, there were 24 articles that met the eligible for analysis. The data analysis used Comprehensive Meta-Analysis (CMA) software, and the effect size (ES) index of the Hedges-g metric is obtained based on the estimated randomeffects model. The research findings reveal that the total ES of GILVLA on student outcomes in science learning is 0.94, with a standard error of 0.15. This finding suggests that GILVLA's deployment in Indonesia is effective since it significantly improves students' scientific learning outcomes. Four moderator variables were taken into account while analyzing the degree of variation in the study, and the results revealed significant differences in the sample size (Q=11.45; p0.05) and treatment duration (Q=125.07; p0.05). It was found that the year of study variable (Q=3.71; p>0.05) and a class of study (Q=0.028; p>0.05) did not change the effect size of using GILVLA on students' science learning outcomes. The findings show that the GILVLA model will achieve a high level of effectiveness by considering the sample size and duration of treatment.

Validity Test Analysis of Virtual Laboratory-Based Job Sheet for Power Electronics Course

“…However, the study only considered the learning material variable and has not yet considered the learning media or language variables. Another study that considered the learning material, learning media, display, ease of use, and language variables in the validity test analysis of VLBJS also found that VLBJS is valid to be used in experimental learning using VL [27,30,44,45]. Furthermore, subsequent research even shows that valid VLBJS can be an effective learning media in helping students understand practical learning concepts.…”

“…Several aspects need to be considered in creating a good VLBJS, such as (1) Relevance: The VLBJS is relevant to the learning objectives and materials that will be studied; (2) Interactive: The VLBJS is interactive and allows students to actively engage in learning; (3) User-friendly: The VLBJS is easy to use by students with an intuitive and easily understood interface; (4) Appropriate Language: The language used in the VLBJS should be following the student"s level of understanding and scientific writing standards; (5) Attractive: The VLBJS is attractive and can motivate students to learn; (6) Independent Learning: The VLBJS as a learning media supports the implementation of independent learning by students; (7) Effectiveness: The VLBJS is effective in improving students" understanding of the material being studied [25,29,30].…”

“…The validity test analysis of VLBJS is important to ensure the validity, accuracy, and feasibility of the VLBJS before it can be effectively used in the learning process and help students achieve the desired learning objectives [12,30]. The validity of the VLBJS is determined through the analysis of validity testing on several variables, namely learning material, learning media, display, ease of use, and language [20,31,32].…”

Guided inquiry with Moodle to improve students’ science process skills and conceptual understanding

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The Development of Digital E-books to Improve Students' Creativity Skills: A Self-Regulation Strategies Approach

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