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All Journal Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Jurnal Pendidikan MIPA
Meronda, Devi Apriana
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Chemistry Education

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PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING MELALUI MEDIA ANIMASI UNTUK MENINGKATKAN HASIL BELAJAR KIMIA SISWA KELAS X PADA MATERI LARUTAN ELEKTROLIT DAN NONELEKTROLIT Meronda, Devi Apriana; Haetami, Aceng; Tewa, Yuniati
Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol 6, No 1 (2021): Edisi April
Publisher : Jurusan Pendidikan Kimia Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (23.153 KB) | DOI: 10.36709/jpkim.v6i1.16238

Abstract

This study aims to find out students’ activity, students’ response and to compare students’ achievement who have participated in the problem based learning model (PBL) through the media of animation and student’ achievement who have participated in the direct learning model on the material of electrolyte and non-electrolyte solution. This study applied a quasi experimental design. The sample of this study consists of 35 students of class X MIA 2 (experimental class) and for the control class consists of 31 students of X MIA 1 who were taken by random sampling technique. The instruments were, observation sheet of students’ activity, the written test which consists of pre-test and post-test, and the questionnaire was filled by the students. The technique of data analysis was the t-test. The result of data analysis showed that there is a significant difference between students’ achievement who have participated in the problem based learning model (PBL) through the media of animation and student’ achievement who have participated in the direct learning model on the material of electrolyte and non-electrolyte solution. So, it can be concluded that the implementation of the problem based learning model (PBL) through the media of animation was not implemented successfully especially on the material of electrolyte and non-electrolyte solution.
Virtual Laboratories in Science Education: A Systematic Review of Effectiveness on Conceptual Understanding and Learning Outcomes Meronda, Devi Apriana; Widarti, Hayuni Retno; Yahmin, Yahmin
Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i3.pp2020-2042

Abstract

Virtual laboratories (VLs) have emerged as a significant innovation in science education, enriching learning experiences, deepening conceptual understanding, and providing more flexible and safer access to experiments. Nevertheless, the implementation of VLs still faces challenges, particularly in developing practical skills and ensuring integration with physical laboratories. This study aims to present a comprehensive review of the impacts, potentials, and limitations of VLs through a systematic literature review. The method employed follows the PRISMA protocol, with Scopus as the primary database. Out of 489 initial articles, only 21 articles met the inclusion and exclusion criteria after the screening process. The analysis was directed toward two main research questions: (1) to what extent does the use of interactive simulation–based virtual laboratories enhance conceptual understanding, and (2) how do students’ learning outcomes compare with those of traditional laboratory practices? The findings revealed that the development of VLs is typically grounded in constructivist approaches and instructional design models that emphasize the creation of interactive experiences that resemble real experiments. Furthermore, the results suggested that students taught using VLs achieve better learning outcomes compared to those taught through traditional methods. VLs have been shown to support improvements in conceptual understanding, laboratory skills, scientific literacy, questioning ability, analytical thinking, and cognitive performance, all of which contribute to strengthening critical thinking skills. Thus, VLs not only serve as a solution to the limitations of physical facilities but also play a crucial role in fostering critical thinking as one of the key competencies of the 21st century.   Keywords: virtual laboratory, science education, and learning outcomes. 
Co-Authors Aceng Haetami, Aceng Hayuni Retno Widarti Tewa, Yuniati Yahmin Yahmin