The Usage of Virtual Laboratory on Grade 11 Students’ Learning Outcomes Toward Physics

DOI

10.2991/assehr.k.200521.032How to use a DOI?

Keywords

virtual laboratory (VL), students’ learning outcomes, physics, fluid Statics and dynamics

Abstract

This studied investigated the usage of virtual laboratory (VL) on grade 11 students’ learning outcomes of fluid statics and dynamics toward physics. The research used quasi experiment with the design of static group comparison that aimed to determine; 1) the magnitude of students’ learning outcomes by VL; 2) the amount of students’ learning outcomes who are taught without VL; 3) significant difference to the students’ learning outcomes who are taught by VL and without using VL. The population in this study were all students of grade 11 of SMAN 21 Makassar in 2015/2016 Academic Year. The sample was selected randomly which selected as an experimental class was 11 science A and 11 science B as the control class. The instrument used was a physics learning outcome test for fluid statics and dynamics materials in multiple-choice form. The calculation of descriptive analysis and inferential result showed that the students’ learning outcomes are taught with VL is higher than the learners who are taught without using VL. The results of the normality test obtained a significance value is 1.66 with a significance level of 5% for the experimental class and 3.28 for the control class with values 1.66 > 0.05 and 3.28 > 0.05. It appears that the experimental class and the control class are normally distributed. Homogeneity test of two variances produces significance value of the count is 1.14 and significance value of the table is 1.74. This is written 1.14 > 1.74, then the conclusion is the experimental class and the control class students come from a homogeneous population. Then hypothesis testing has been carried out using the two-party t-test where the significance value obtained from the count is 2.10 and the significance value of the table is 2.03. Because 2.03 < 2.10, is rejected and is accepted. In other meaning there are significant differences in students’ learning outcomes toward physics that taught by VL and without taught by VL.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Sitti Lailatul Qamaria
PY  - 2020
DA  - 2020/05/22
TI  - The Usage of Virtual Laboratory on Grade 11 Students’ Learning Outcomes Toward Physics
BT  - Proceedings of the International Conference on Online and Blended Learning 2019 (ICOBL 2019)
PB  - Atlantis Press
SP  - 147
EP  - 151
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200521.032
DO  - 10.2991/assehr.k.200521.032
ID  - Qamaria2020
ER  -