Generative learning models assisted by virtual laboratory to improve mastery of student physics concept

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 groups. The model testing phase used a pre-test post-test non-equivalent control group design. There are differences in mastery of student concept of experimental and control groups that were analysed using the independent sample t-test. Increased mastery of student concepts is measured using the N-gain test. The results of mastery of concepts were higher in the experimental group compared to the control group. Improvement is analysed 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.