Generative learning model assisted by virtual laboratory to improve mastery of student physics concepts
Shinta Mutiara Dewi (a), Gunawan Gunawan (b*), Ahmad Harjono (b), Susilawati Susilawati (b), Lovy Herayanti (c)
(a) Master of Science Education, Universitas Mataram, Jl. Pendidikan No. 37, Mataram 83114, Indonesia
(b) Physics Education Study Program, Universitas Mataram, Jl. Majapahit No. 62, Mataram 83125, Indonesia
(c) Physics Education Study Program, IKIP Mataram, Jl. Pemuda No. 59A, Mataram 83125, Indonesia
*gunawan[at]unram.ac.id
Abstract
Teaching abstract concepts in experimental activities is one of the problems in the physics learning process, thus causing low levels of participation and mastery of students physics concepts. Generative learning assisted by a virtual laboratory can be an alternative to solve this problem. The purpose of this study was to examine the effectiveness of generative models assisted by virtual laboratories for mastering students physics concepts. The research and development used is based on the 4-D model. Test the effectiveness of learning devices through quasi experiments conducted at one of the high schools in Mataram, which consists of experimental and control classes. The model testing phase uses pretest-posttest non-equivalent control group design. Increased mastery of student concepts is measured using the N-gain test. The results of mastery of concepts were higher in the experimental class compared to the control class. Improvement is analyzed based on improvement at each cognitive level, as well as an increase in each sub-material. This research has proven that generative learning assisted by virtual laboratories effectively increases mastery of students physics concepts.
Keywords: Generative Learning; Virtual Laboratory; Mastery of Physics Concepts
Topic: Physics Education