Normal 0 false false false IN X-NONE X-NONE Abstract: We have developed a virtual laboratory for teaching modern physics. The purpose of this study is to examine the effectiveness of a virtual laboratory model of modern physics on students' generic science skills. The study involved 64 students who were divided into two groups, the experimental group and control group. The research instrument used a generic science skills test that is integrated with the mastery of concepts of modern physics. Data were analyzed by using mean-difference test and normalized gain scores. The results showed an increase in generic science skills in both groups. Indicators showed that the highest increases are logical inference capability and the ability to build concepts. These results indicate that the virtual laboratory model of modern physics is effective in enhancing generic science skills of students. Keywords : Virtual Laboratory, Modern Physics, Generic Science Skills Abstrak : Telah dikembangkan sebuah model laboratorium virtual untuk pembelajaran fisika modern.Tujuan penelitian ini adalah untuk menguji efektivitas model yang dikembangkan terhadap keterampilan generik sains mahasiswa. Penelitian ini melibatkan 64 mahasiswa yang dibagi menjadi dua kelompok, yaitu kelompok eksperimen dan kontrol. Instrumen penelitian yang digunakan adalah tes keterampilan generik sains yang terintegrasi dengan dengan penguasaan konsep fisika modern. Data dianalisis menggunakan uji beda rerata dan perhitungan skor gain yang dinormalisasi. Hasil penelitian menunjukkan adanya peningkatan pada keterampilan generik sains kedua kelompok.Indikator kemampuan inferensi logika dan kemampuan membangun konsep merupakan indikator dengan peningkatan tertinggi. Hasil ini menunjukkan bahwa model laboratorium virtual fisika modern yang dikembangkan efektif untuk meningkatkan keterampilan generik sains mahasiswa. Kata kunci : laboratorium virtual, fisika modern, keterampilan generik sains /* Style Definitions */
table.MsoNormalTable
{mso-style-name:"Table Normal";
mso-tstyle-rowband-size:0;
mso-tstyle-colband-size:0;
mso-style-noshow:yes;
mso-style-priority:99;
mso-style-qformat:yes;
mso-style-parent:"";
mso-padding-alt:0cm 5.4pt 0cm 5.4pt;
mso-para-margin:0cm;
mso-para-margin-bottom:.0001pt;
line-height:12.0pt;
mso-pagination:widow-orphan;
font-size:11.0pt;
font-family:"Calibri","sans-serif";
mso-ascii-font-family:Calibri;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"Times New Roman";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Calibri;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;}
[1]
Clark Aldrich,et al.
Learning Online with Games, Simulations, and Virtual Worlds: Strategies for Online Instruction
,
2009
.
[2]
Nana Syaodih Sukmadinata.
Metode penelitian pendidikan
,
2017
.
[3]
Noah S. Podolefsky,et al.
When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment
,
2005
.
[4]
N. Vaughan.
Blended Learning in Higher Education
,
2007
.
[5]
Gunawan Gunawan,et al.
PEMBELAJARAN BERBASIS MULTIMEDIA INTERAKTIF UNTUK MENINGKATKAN KETERAMPILAN GENERIK SAINS CALON GURU FISIKA
,
2009
.
[6]
Sugiyono.
Metode Penelitian Pendidikan : Pendekatan Kuantitatif, Kualitatif dan R&D.
,
2007
.
[7]
Miriam Reiner,et al.
Visualization : theory and practice in science education
,
2008
.
[8]
C. E. Wieman,et al.
Developing and researching PhET simulations for teaching quantum mechanics
,
2007,
0709.4503.
[9]
M. Budhu.
VIRTUAL LABORATORIES FOR ENGINEERING EDUCATION
,
2002
.
[10]
Andrew Philpott,et al.
Blended Learning in Higher Education
,
2015
.