Virtual Laboratory Media Training at Muhammadiyah Langsa High School in Supporting The Independent Curriculum
DOI:
10.29303/ujcs.v4i3.474Published:
2023-09-12Issue:
Vol. 4 No. 3 (2023): SeptemberKeywords:
Media Training, Virtual Laboratory, Independent CurriculumArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
Learning media has a very close relationship with the independent curriculum. As a curriculum that gives students the freedom to choose and determine the direction of their learning, an independent curriculum requires appropriate learning media to support and facilitate this freedom. The learning media used in this service activity is virtual laboratory media as a learning media that can be a solution to the problem of learning loss. The aim of this service activity process is to provide an explanation that is presented by presenting material about the importance of technology in learning, introducing examples of technology that can be used in the virtual practicum learning process. To carry out training in creating practical learning media based on simulation and animation media in accordance with the materials contained in science subjects which can be used in online science practicum learning. Carrying out training on creating a YouTube channel to uploading materials and getting YouTube links for materials that have been uploaded on the channel to sharing YouTube links with science teachers through online learning applications used such as Google Classroom. The method used in service activities is the service learning method with 4 activity stages, namely the Investigation Stage, Preparation Stage, Action Stage and Reflection Stage. The results of community service activities at SMA Muhammadiyah Langsa which were given to teachers and students had a positive impact on the use of virtual laboratory media applications to support the Merdeka curriculum
References
Admoko dan Supriyono. 2016. Workshop Peningkatan Kemampuan Merancang Kegiatan Laboratorium Berorentasi pada Pendekatan Saintifik bagi Guru Fisika Sidoarjo. JPFA : Jurnal Penelitian Fisika dan Aplikasinya. 6(1). 34-42
Ahmar, D. S., Kulyawan, R., & Febriawan, A. (2022). Analisis keefektifan pembelajaran belajar dari rumah (BDR) pada masa pandemi covid-19. Quantum: Jurnal Inovasi Pendidikan Sains, 13(1), 75-86.
Bell, F. (2011). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. The International Review of Research in Open and Distributed Learning. 12(3).
Chen, P.S.D., Lambert, A.D., & Guidry, K.R. (2010). Engaging online learners: The impact of Web-based learning technology on college student engagement. Computers & Education. 54(4): 1222-1232.
Chin, G., Myers, J., & Hoyt, D. (2002). Social networks in the virtual science laboratory. Communications of the ACM, 45(8), 87–92.
Dwiningsih, K., Sukarmin, Muchlis, & Rahma, P. T. (2018). Pengembangan Media Pembelajaran Kimia Menggunakan Media Laboratorium Virtual Berdasarkan Paradigma Pembelajaran Di Era Global. Jurnal Teknologi Pendidikan, 06(02), 156- 176.
Darby-White, T., Wicker, S., & Diack, M. (2019). Evaluating the Effectiveness of Virtual Chemistry Laboratory (VCL) in Enhancing Conceptual Understanding: Using VCL as Pre-Laboratory Assignment. Journal of Computers in Mathematics and Science Teaching, 38(1), 31-48.
Decaprio, R. (2013). Tips Mengelola Laboratorium Sekolah. Yogyakarta: Diva Press.
Erixon, P.O. (2010). School subject paradigms and teaching practice in lower secondary Swedish schools influenced by ICT and media. Computers & Education. 54(4):1212–1221.
Futra, D., Primahardani, I., Putra, R. A., & Albeta, S. W. (2021). Pembelajaran online selama pandemi covid-19 oleh mahasiswa pendidikan kimia: bentuk, implementasi dan harapan. Jurnal Pendidikan Sains Indonesia, 9(2), 266-279.
Gambari, A. I., Kawu, H., & Falode, O. C. (2018). Impact of Virtual Laboratory on the Achievement of Secondary School Chemistry Students in Homogeneous and Heterogeneous Collaborative Environments. Contemporary Educational Technology, 9(3), 246-263.
Handhika, E. Kurniadi and I. Muda. 2014. Pengembangan Media Pembelajaran Bermuatan Konflik Kognitif Untuk Mengurangi Dugaan Miskonsepsi Pada Matakuliah Fisika Dasar. JMPF : Jurnal Materi dan Pembelajaran Fisika, 4(2). 8-13.
Hikmah, N., Saridewi, N., & Agung, S. (2017). Penerapan laboratorium virtual untuk meningkatkan pemahaman konsep siswa. EduChemia (Jurnal Kimia Dan Pendidikan), 2(2), 186–195.
Hermansyah, H., Gunawan, G., & Herayanti, L. (2017). Pengaruh Penggunaan Laboratorium Virtual Terhadap Penguasaan Konsep dan Kemampuan Berpikir Kreatif Siswa pada Materi Getaran dan Gelombang. Jurnal Pendidikan Fisika Dan Teknologi, 1(2), 97.
Handayani, N. A., & Jumadi, J. (2021). Analisis pembelajaran IPA secara daring pada masa pandemi covid19. Jurnal Pendidikan Sains Indonesia, 9(2), 217-233.
Jaya, K.C. (2022). Koran, Aplikasi„ E-Learning‟ Dalam Pengajaran Dan Pembelajaran Di Sekolah-Sekolah Malaysia: Cadangan Perlaksanaan Pada Senario Masa Kini, Pasukan Projek Rintis Sekolah Bestari Bahagian Teknologi Pendidikan, Kementerian Pendidikan Malaysia.
Kismiati, D. A., Hutasoit, L. R., & Rahayu, U. (2022). Pengenalan BASF virtual lab sebagai media pembelajaran berbasis technological pedagogical content knowledge: sebuah survei kepuasaan guru sekolah dasar. EDUKATIF: Jurnal Ilmu Pendidikan, 4(1), 984 – 992.
Mulyani, D. A., & Sartika, S. B. (2022). Profile of student learning motivation in limited offline learning natural science subject. Scientiae Educatia: Jurnal Pendidikan Sains, 11(1), 24–32.
Putri, T. D., Z., Hamid, A., & Yusrizal. (2016). Pengaruh penggunaan laboratorium virtual dalam melakukan praktikum fisika terhadap hasil belajar siswa kelas XI SMA Negeri 1 Banda Aceh. Jurnal Ilmiah Mahasiswa (JIM) Pendidikan Fisika, 1(4), 142-150
Nurdiyanto, R. (2021). Pengembangan Virtual Lab Gelombang Cahaya untuk Pembelajaran Aktif Dan Kemandirian Belajardi Era New Normal. Institut Teknologi Telkom Surabaya
Nirwana, R. R. (2017). Pemanfaatan Laboratorium Virtual Dan E-Reference Dalam Proses Pembelajaran Dan Penelitian Ilmu Kimia. 1(1), 115-123.
Author Biographies
Hendri Saputra, Universitas Samudra
Nursamsu, Universitas Samudra
Hasby, Universitas Samudra
Elfrida, Universitas Samudra
License
Copyright (c) 2023 Hendri Saputra, Nursamsu, Hasby, Elfrida
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.