Abstract
This study aims to develop virtual laboratory-based learning in physics subjects to improve the learning outcomes of high school students. This research is a research development with a 4-D model (define, design, develop, and dissemination). The results showed that the learning tools developed were categorized very well based on expert validation. Practical learning tools are used with an average value for the implementation of the learning process categorized very well and the average response of students to virtual laboratory based learning is very good. Student learning activities increased significantly after participating in learning. This research produces a valid, practical and effective learning tool by utilizing virtual laboratory media to improve student learning outcomes.
Highlights
Physics is a branch of science which studies phenomena that can be proven mathematically and is supported by an experiment or practicum
The development of virtual laboratorybased learning tools begins with the define stage
Based on observations it has been found that in general there is no virtual laboratory-based learning device even though on the internet there are many virtual laboratory-based learning media that are easy to access. This virtual media has been proven to be able to improve student learning outcomes, overcome the lack of availability of laboratory equipment, and provide visual images on some physics topics that cannot be practiced directly related to their abstract characteristics
Summary
Physics is a branch of science which studies phenomena that can be proven mathematically and is supported by an experiment or practicum. The above description is in line with the results of observations and interviews that have been conducted with a physics subject teacher in Gorontalo 1 High School on May 9, 2017 He stated that in carrying out the physics learning process of class XI teachers rarely involve students in experimental and observational activities live. This is because most of the instruments in the laboratory cannot function properly, the lack of availability of laboratory equipment, and there are some concepts of physics that cannot be practiced directly because they are abstract for example on sound topics with sub topics are sound sources and Doppler effects. It appears that the lack of availability of tools in the laboratory causes not all experiments can be carried out, so that teacher creativity is needed in creating an atmosphere of learning that is not much different from experiments conducted in laboratory (real practice), namely by using virtual laboratories so that experimental activities can still be carried out
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