Abstract
In this paper, a virtual laboratory is used for digital systems practice courses which are carried out online. The research step begins with designing a virtual laboratory portal with Moodle E-Learning software to provide practice management services. The trial was carried out by running an online collaborative practice by applying the Breadboard simulator and the TeamViewer application. The research subjects were 20 students of the Informatics Engineering study program. The data collection instrument used a student perception questionnaire on the instructional aspect and a student perception questionnaire on the appearance of the learning model and ease of operation. Descriptive analysis was carried out using perception level criteria. The results showed that the virtual laboratory-based Digital System practice learning model had a positive perception of the instructor aspect, the learning model display aspect and ease of operation as well as increasing student motivation in carrying out practical activities
Highlights
Practical work is learning that aims to test, apply theory, and scientific proof of a course or part of a particular subject
Based on the items of the instruments used, these results show that the application of the learning model includes basic competencies and learning objectives that must be achieved by students, formulated in a simple, operational, and communicative language
In the aspect of learning clarity, students have a good perception at an average level of 75.67%. This fact shows that the learning instructions contained in the model set are online learning guidelines, simulator use guidelines, and Digital Systems Practice guidelines that are easy to learn
Summary
Practical work is learning that aims to test, apply theory, and scientific proof of a course or part of a particular subject. Practical work is usually carried out in traditional laboratories (hands-on) which have characteristics with several weaknesses, such as (1) unable to meet the needs of distance learning; (2) making students feel uncomfortable during practice; (3) requires more time for instructors; (4) unable to provide special needs for students; and (5) expensive equipment procurement and operations [1]. This is reinforced by the results of preliminary research [2] which revealed that the practice equipment used had not accommodated all the material and the limited time so that it had not achieved the expected learning objectives. The main component of the v-lab is a simulator that provides simulation functions and phenomena that occur in practical activities
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