Influence of Virtual Laboratory Learning and Interest in Understanding Student's Physical Concepts of Mechanical Wave Materials

Abstract

This study aims to examine differences in conceptual understanding between students who take part in virtual laboratory learning. Based on the results of the calculation of the N-gain score test, the average N-gain score for the experimental class using a virtual laboratory was 44.85%, which was in the less effective category. With a minimum N-gain score of 0% and 90%. Meanwhile, the average N-gain score in the control class using a real laboratory was 19.45%, which was included in the ineffective category. With a minimum N-gain score of -90% and a maximum of 90%. Data were analyzed using a two-way ANAVA technique. The results showed that: (1) there were differences in conceptual understanding between students who were taught using a virtual laboratory and students who were taught through a real laboratory as indicated by the p-value (0.000) < a (0.05); (2) there are differences in conceptual understanding between students who have high learning interest and students who have low learning interest as indicated by the p-value (0.000) < a (0.05) and (3) there is no interaction between virtual laboratory learning.