USING VIRTUAL LABORATORY IN DIRECT INSTRUCTION TO ENHANCE STUDENTS’ ACHIEVEMENT

Zulqifli ALQADRİ

doi:https://doi.org/10.18768/ijaedu.415413

Makale detayları

USING VIRTUAL LABORATORY IN DIRECT INSTRUCTION TO ENHANCE STUDENTS’ ACHIEVEMENT

Yazarlar:

Zulqifli ALQADRİ

Dergi:

IJAEDU- International E-Journal of Advances in Education 2018 Vol.4 Issue 10, pp.100-108

Belge Tipi:

Makale

Yayın Tarihi:

4/2018

Belge Dili:

İngilizce

Document ID (Org No.):

2000470800

DOI:

https://doi.org/10.18768/ijaedu.415413

Özet:

 


Experiment-based learning is a quite effective learning method to study chemistry.
Thus chemistry laboratory is extremely needed in the learning process since it is used as a place where students learn and
build their knowledge by applying theory, research
and scientific development. However, chemistry experiments have some limitations
in the real laboratory, such as students using hazardous and relatively
expensive tools and chemicals and it takes more time to prepare and conduct
experiments. One of the most suitable media to overcome some problems in the
real laboratory is using virtual
laboratory. The virtual-based experiment, as an advanced technology product, is quite
cheap, safe, effective and efficient alternative media. This study aims to
investigate the effectiveness of chemistry virtual laboratory in direct instruction
model to enhance student’s achievement on colligative properties of solution
topic. Direct instruction model emphasizes on the declarative and procedural
knowledge. It consist of five phases: orientation, presentation or
demonstration, highly structured practice, guided practice, and independent
practice phases, where in this study the virtual laboratory was implemented in
the guided practice phase. This Pre-Experiment Research used One Group Pre-test and Post Test Design where both consist of
20 multiple choice items. The
participants in this study were the grade XII science students in one of the senior high schools in Bulukumba Regency,
South-Sulawesi Province, Indonesia. The subject were 30 students consisted of 10 males and 20
females in the first half of the academic year. Data were obtained using 20 multiple
choice items of achievement test, either from pre-test or post-test. Three
criteria of the effectiveness must be fulfilled to investigate the
effectiveness of virtual laboratory in direct instruction, there are: the score
of students is at least 75 (minimum completeness criteria of chemistry subject is 75), classical
completeness is at least 80 %, and Normalized-gain (N-gain) is at least in the
medium category. The results indicated that the mean of students’ pre-test and post-test
were 42.5 and 81.33 respectively. There were 25 students who got scoe above or
equal to 75 so that classical completeness achieved 83.33%. The average of Gain
was 38.83 and N-gain was 0.69, so it was in the medium category. Eventually all the results of data
analysis met the criteria of effectiveness mentioned above. In other words,
virtual laboratory is effectively used in direct instruction to enhance
students' achievement on colligative properties of solution topic.

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Makale detayları

USING VIRTUAL LABORATORY IN DIRECT INSTRUCTION TO ENHANCE STUDENTS’ ACHIEVEMENT

Yazarlar: Zulqifli ALQADRİ

Dergi: IJAEDU- International E-Journal of Advances in Education 2018 Vol.4 Issue 10, pp.100-108

Belge Tipi: Makale

Yayın Tarihi: 4/2018

Belge Dili: İngilizce

Document ID (Org No.): 2000470800

DOI: https://doi.org/10.18768/ijaedu.415413

Sayı

Yazarlar:

Zulqifli ALQADRİ

Dergi:

IJAEDU- International E-Journal of Advances in Education 2018 Vol.4 Issue 10, pp.100-108

Belge Tipi:

Makale

Yayın Tarihi:

4/2018

Belge Dili:

İngilizce

Document ID (Org No.):

2000470800

DOI:

https://doi.org/10.18768/ijaedu.415413