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.
Publication Date : April 30, 2018
|EndNote||%0 International E-Journal of Advances in Education USING VIRTUAL LABORATORY IN DIRECT INSTRUCTION TO ENHANCE STUDENTS’ ACHIEVEMENT %A Zulqifli ALQADRİ %T USING VIRTUAL LABORATORY IN DIRECT INSTRUCTION TO ENHANCE STUDENTS’ ACHIEVEMENT %D 2018 %J IJAEDU- International E-Journal of Advances in Education %P 2411-1821-2411-1821 %V 4 %N 10 %R doi: 10.18768/ijaedu.415413 %U 10.18768/ijaedu.415413|