Advance Physics Virtual Laboratory (ADPHYLAB): Its Implication in Improving Students' Science Process Skills in Atomic Spectroscopy Practicum
Abstract
Abstract: Understanding the concept of physics students can not be achieved through lectures alone, but required practicum. However, limited equipment makes practicum difficult to do as an example of atomic spectroscopy. However, the use of information technology-based media in the form of virtual laboratories can be used as an alternative choice without losing its essence to facilitate Science Process Skills (SPS). This study aims to compare the improvement of students' SPS in atomic spectroscopy practicum using Advance Physics Virtual Laboratory (ADPHYLAB) and LABSTER. This research is a modified type of comparative research. The research time was conducted for 3 meetings, located in the Physics Laboratory of FKIP UNTIRTA. The research subjects were 8 physics laboratory assistants. The results showed that the SPS N-Gain score in the group using ADPHYLAB obtained consecutive values for classification, measurement, data interpretation and inferring indicators of 0.73; 0.89; 0.71 and 0.94, falling into the high category. While the group using LABSTER obtained scores on classification and measurement indicators of 0.40 and 0.53, falling into the medium category. While in the data interpretation and inferring indicators of 0.79 and 0.80 fall into the high category. Based on the results of the study, it can be concluded that ADPHYLAB-based learning media can improve student SPS compared to LABSTER-based learning media.
Keywords: ADPHYLAB, virtual laboratory, LABSTER, science process skills, atomic spectroscopy.
DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp932-945
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Krstić, K., Šoškić, A., Ković, V., & Holmqvist, K. (2018). All good readers are the same, but every low-skilled reader is different: an eye-tracking study using PISA data. European Journal of Psychology of Education, 33(3), 521–541. https://doi.org/10. 1007/s10212-018-0382-0
Papamitsiou, Z., & Economides, A. A. (2014). Learning analytics and educational data mining in practice: A systemic literature review of empirical evidence. Educational Technology and Society, 17(4), 49–64.
Park, K., & Kremer, G. E. O. (2017). Text mining-based categorization and user perspective analysis of environmental sustainability indicators for manufacturing and service systems. Ecological Indicators, 72, 803–820.
Philip Chen, C. L., & Zhang, C. Y. (2014). Data-intensive applications, challenges, techniques and technologies: A survey on Big Data. Information Sciences, 275, 314–347. https://doi.org/10.1016/j.ins.2014.01.015
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Roshid, M. M., & Haider, M. Z. (2024). Teaching 21st-century skills in rural secondary schools: From theory to practice. Heliyon, 10(9).
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Suthar, K. J., & Joshipura, M. H. (2023). The integrative approach of learning chemical engineering thermodynamics by using simulation-based exercises. Education for Chemical Engineers, 45, 122–129.
Varas, D., Santana, M., Nussbaum, M., Claro, S., & Imbarack, P. (2023). Teachers’ strategies and challenges in teaching 21st century skills: Little common understanding. Thinking Skills and Creativity, 48, 101289.
Wu, M., Tam, H. P., & Jen, T.-H. (2016). Educational measurement for applied researchers. Theory into Practice, 136.
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