PENGEMBANGAN VIRTUAL LAB DALAM PEMBELAJARAN IPA-FISIKA BERBASIS PENDEKATAN STEM DI SMP ACEH BARAT DAYA | ELECTRONIC THESES AND DISSERTATION

Electronic Theses and Dissertation

Universitas Syiah Kuala

    THESES

PENGEMBANGAN VIRTUAL LAB DALAM PEMBELAJARAN IPA-FISIKA BERBASIS PENDEKATAN STEM DI SMP ACEH BARAT DAYA


Pengarang

Mulia Rahmi - Personal Name;

Dosen Pembimbing

Muhammad Syukri - 198209212006041004 - Dosen Pembimbing II



Nomor Pokok Mahasiswa

2009200170003

Fakultas & Prodi

Fakultas Pasca Sarjana / Pendidikan IPA (S2) / PDDIKTI : 84101

Subject
-
Kata Kunci
-
Penerbit

Banda Aceh : Prog.Studi Magister Pendidikan IPA., 2022

Bahasa

No Classification

-

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Laboratorium mempunyai peranan penting dalam proses pembelajaran di sekolah termasuk pelajaran IPA, namun, penggunaan laboratorium IPA di sekolah selama ini mendapatkan berbagai kesulitan diantaranya alat dan bahan yang belum memadai dan waktu yang terbatas dalam melaksanakan pratikum. Untuk itu perlu dikembangkan virtual lab berbasis pendekatan STEM pada proses pembelajaran agar siswa mendapatkan pengalaman secara langsung dalam kehidupan sehari-hari. Tujuan penelitian ini mengembangkan virtual lab dalam pembelajaran IPA-fisika berbasis pendekatan STEM di SMP Aceh Barat Daya pada materi suhu dan perubahannya. Metode yang digunakan dalam penelitian ini adalah penelitian dan pengembangan (R&D) dan mengacu pada model pengembangan 4D-models. Desain implementasi virtual lab menggunakan menggunakan One Group Pretest-Posttest Design. Hasil rata-rata uji kelayakan virtual lab yang ditinjau dari aspek kelayakan isi, penyajian, bahasa dan tulisan memperoleh persentase sebesar 87,89% menunjukkan bahwa virtual lab berbasis pendekatan STEM sangat layak untuk digunakan. Berdasarkan hasil analisis uji N-Gain, virtual lab berbasis pendekatan STEM dapat meningkatkan hasil belajar siswa dengan skor 0,80 pada katagori tinggi. Guru dan siswa memberikan respon dengan katagori sangat positif terhadap virtual lab berbasis pendekatan STEM yang ditunjukkan dengan angka 96,15 untuk respon siswa dan 3,31 untuk respon guru.

The laboratory has an important role in the learning process in schools, including science lessons. However, the use of science laboratories in schools so far has encountered various difficulties including inadequate tools and materials and limited time in carrying out practicals. For this reason, it is necessary to develop a virtual lab based on a STEM approach in the learning process so that students get direct experience in everyday life. The purpose of the research is to develop a virtual lab in science-physics learning based on the STEM approach at the Aceh Barat Daya Junior High School on the material of temperature and its changes. The method used in this research is research and development (R&D) and refers to the 4D-models development model. The design of the virtual lab implementation uses One Group Pretest-Posttest Design. The average results of the virtual lab feasibility test in terms of the feasibility aspects of content, presentation, language and writing obtained a percentage of 87.89% indicating that a virtual lab based on the STEM approach is very feasible to use. Based on the results of the N-Gain test analysis, a virtual lab based on the STEM approach can improve student learning outcomes with a score of 0.80 in the high category. Teachers and students gave very positive responses to the virtual lab based on the STEM approach as indicated by the numbers 96.15 for student responses and 3.31 for teacher responses. STEM-based virtual lab can improve student learning outcomes with a score of 0.80 in the high category. Teachers and students gave very positive responses to the virtual lab based on the STEM approach as indicated by the numbers 96.15 for student responses and 3.31 for teacher responses. STEM-based virtual lab can improve student learning outcomes with a score of 0.80 in the high category. Teachers and students gave very positive responses to the virtual lab based on the STEM approach as indicated by the numbers 96.15 for student responses and 3.31 for teacher responses.

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