Virtual Laboratory and Its Effect on Student Learning Outcomes in Physics Education

Apriani Sijabat; Suprapto Manurung; Muktar Panjaitan; Ady Frenly Simanullang; Cintia Sihotang; Aradoni Nainggolam

doi:10.56225/ijassh.v1i4.97

Authors

Apriani Sijabat Department of Management, Faculty of Economics and Business, Universitas Huria Kristen Batak Protestan Nommensen, Pematangsiantar, Indonesia
Suprapto Manurung Department of Management, Faculty of Economics and Business, Universitas Huria Kristen Batak Protestan Nommensen, Pematangsiantar, Indonesia
Muktar Panjaitan Department of Management, Faculty of Economics and Business, Universitas Huria Kristen Batak Protestan Nommensen, Pematangsiantar, Indonesia
Ady Frenly Simanullang Department of Management, Faculty of Economics and Business, Universitas Huria Kristen Batak Protestan Nommensen, Pematangsiantar, Indonesia
Cintia Sihotang Department of Management, Faculty of Economics and Business, Universitas Huria Kristen Batak Protestan Nommensen, Pematangsiantar, Indonesia
Aradoni Nainggolam Department of Management, Faculty of Economics and Business, Universitas Huria Kristen Batak Protestan Nommensen, Pematangsiantar, Indonesia

DOI:

https://doi.org/10.56225/ijassh.v1i4.97

Keywords:

virtual laboratory, student learning, physics education, Kirchhoff's law

Abstract

This study aims to determine the effect of using a virtual laboratory on student learning outcomes in Kirchhoff's law material at the physics education study program at HKBP Nommensen Pematangsiantar T.A. 2020/2021 by utilizing a virtual laboratory. This type of research is a true experiment with the research sample, namely the physics education study program group A as the experimental class and group B as the control class. The research instrument test was composed of 20 multiple-choice questions, the content validity was tested by a team of experts as validators as many as 2 people and student activity observation sheets. From the data analysis, the average post-test value for the experimental class was 78.46 with a standard deviation of 11.25 and the average post-test value for the control class was 66.50 with a standard deviation of 13.78. Normality and homogeneity tests at the level of =0.05 stated normal and homogeneous and one-party hypothesis testing t-stat > t-table (2.99> 1.67). Thus, it can be concluded that the use of a virtual laboratory can improve student learning outcomes in the basic physics practical subject of Kirchoff law

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