<![CDATA[The aim of this research is to describe the implementation of learning, improvement of competence, and students response toward physics learning using real and virtual laboratory in Boyle-Gay Lussacs Law and ideal gases equation. Improved competencies include knowledge and skills. The type of research was used pre-experimental with one-group pretest-posttest design by using three experimental classes. The subjects of the study were students of class XI IPA 1, XI IPA 2, and XI IPA 3 in SMAN 4 Sidoarjo. Instruments used are observation sheet of learning implementation, pretest posttest of knowledge and skill, process skill assessment sheets, and student response questionnaire. Increased student competence was analyzed by paired t-test and gain score analysis. The results showed that (1) the implementation of learning was done very well; (2) students knowledge and skill competitiveness increased significantly in high category; (3) students response to learning through real and virtual laboratory activities got good category. Key words: real laboratory, virtual laboratory, Boyle-Gay Lussacs Law and ideal gases equation.]]>
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