The Effectiveness of the Use of Virtual Laboratory in Physics Learning on the Concept Understanding and Critical Thinking Ability of High School Students

Abstract

This study aims to analyze the effectiveness of using a virtual laboratory in physics learning on the conceptual understanding and critical thinking skills of high school students. The research method used was a quasi-experimental with a nonequivalent control group design. The research subjects consisted of two grades of XI MIPA in a public high school, with one class as an experimental class implementing physics learning using a virtual laboratory and one class as a control class using conventional learning. The research instruments included a conceptual understanding test and a critical thinking ability test that had been validated by experts. Data were analyzed using a normality test, a homogeneity test, and a t-test. The results showed that there were significant differences in conceptual understanding and critical thinking skills of students between the experimental and control classes (p < 0.05). Thus, the use of a virtual laboratory is effective in improving the quality of physics learning. The results of this study are expected to be an alternative solution for technology-based physics learning in high schools.