JPF | Volume 10 | Number 1 | 2022 | 13 - 21

p - ISSN: 2302-8939
e - ISSN: 2527-4015

Jurnal Pendidikan Fisika

[Link]
DOI: 10.26618/jpf.v10i1.6966

The Effect of Using a Virtual Laboratory on Students'

Motivation and Learning Outcomes in Physics Learning
Bahtiar1)*, Azmar2)
1),2)
Department of Physics Education, State Islamic University of Mataram, Mataram, 83112, Indonesia

*Corresponding author: bahtiar79@[Link]

Received: November 02,2021; Accepted: December 29, 2021; Published: January 30, 2022

Abstract – The use of virtual laboratories in the physics learning process can bridge abstract material
into concrete. This study aims to analyze the differences in motivation and learning outcomes of physics
taught with and without using a virtual laboratory. This type of research uses a quasi-experimental with
static group comparison design. The subjects of this study were physics students in the third semester at
Tadris Physics study program, UIN Mataram. The results obtained for the learning motivation variable
by comparing the values of t-count and t-table are t-count (3.03) > t-table (2.03). It means that there is a
significant difference in learning motivation between students taught with and without virtual
laboratories. Furthermore, the results obtained for the learning outcomes variable by comparing the
values of t-value and t-table are t-value (4.90) > t-table (2.03). This means that there is a significant
difference in learning outcomes between students taught with and without virtual laboratories. So, it can
be concluded that the use of virtual laboratories has an effect on students' motivation and learning
outcomes in physics.

Keywords: motivation; physics learning outcome; virtual laboratory

© 2022 Physics Education Department, Universitas Muhammadiyah Makassar, Indonesia.

I. INTRODUCTION benefits of using computer-based media is

that it can help the teacher's role in providing
The development of science and
subject matter. By displaying subject matter
technology encourages renewal efforts in the
through the help of application software
use of technological results in the teaching
programs in the teaching and learning
and learning process (Ismail et al., 2016;
process, teachers can display subject matter
Sirait et al., 2017; Nurazmi & Bancong,
that is more interesting, effective, and
2021). The use of media in the physics
efficient.
learning process can bridge material that is
A virtual laboratory is a series of
abstract into concrete (Azmar & Nurhilaliati,
laboratory equipment in the form of
2021; Sudirman et al., 2020). One of the
interactive multimedia-based computer
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14

software that is operated with a computer and psychomotor because they are more
can simulate activities in the laboratory as if prominent. However, psychomotor and
the user was in a real laboratory (Maksum & affective must also be part of the assessment
Saragih, 2020). In line with this, Saputra et al. results in the learning process at school. The
(2021) revealed that the laboratory-based learning outcomes of students are influenced
virtual practicum is a learning innovation that by internal factors and external factors.
can be a solution during the Covid-19 Internal factors include learning motivation,
pandemic. A virtual lab uses a computer interest, attention to lessons, attitudes, student
program to simulate a series of experiments habits in learning, and perseverance in
without physically doing them. It provides learning, while external factors include the
students with tools, material, and laboratory socioeconomic status of parents and the
sets virtually on the computer to carry out environment around students' lives (Marisda,
experiments subjectively anytime and 2019).
anywhere (Ismail et al., 2016). Pandemic According to Damanik (2019),
conditions require learning to be done from motivation is a shift in a person's energy that
home and are impossible to do face-to-face in is characterized by the emergence of feelings
a real laboratory (Nainggolan, 2014). and preceded by a response to the existence of
Learning outcomes are changes that a goal. The indicator of learning motivation is
occur in students both in cognitive, affective, described from two dimensions, namely
and psychomotor aspects through learning internal and external dimensions. Internal
activities (Chrisandi & Koeswati, 2019; dimensions are indicated by indicators: (a)
Bancong & Putra, 2015). The cognitive having responsibilities in doing assignments,
domain with regard to intellectual learning (b) carrying out tasks with clear targets, (c)
outcomes consists of six aspects, namely having clear and challenging goals, (d)
knowledge, understanding, application, providing feedback on their learning
analysis, synthesis, and assessment. The outcomes, (e) having a feeling of pleasure in
affective domain with regard to attitudes and learning, (f) trying to outperform others, (g)
values includes five levels of ability, namely prioritize the results of what is done, and (h)
accepting, responding or reacting, assessing, improving self-ability. Indicators indicate the
organizing, and characterization of value. external dimensions: (a) happy to get praise
While the psychomotor domain includes for what they do, (b) work with the hope of
motor skills, manipulation of objects, and getting good grades, and (c) work with the
neuromuscular coordination (connecting, hope of getting attention from friends and
observing). The cognitive learning outcomes teachers (Astiani, 2019).
are more dominant than affective and
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15

Several previous studies have II. METHODS

implemented virtual laboratories in the
The type of research used is quasi-
learning process. For example, Bunyamin et
experimental research. In this study, two
al. (2021) explored the effectiveness of virtual
research dimensions were used: one class as
laboratories to improve the competence and
an experimental class and another class as a
character of vocational students. The results
comparison or control class. The experimental
of the study concluded that learning outcomes
class was given treatment using a virtual
using virtual labs were better, especially in
laboratory, while the control class was not
the implementation of practicum activities so
given treatment in the form of using a virtual
as to make students understand abstract and
laboratory. The design of this research is a
complex concepts (Bunyamin et al., 2021). In
static group comparison design. Static group
their study, virtual laboratories were seen as
design is a type of experiment in which the
effective in improving physics learning
treatment group is given a post-test without a
outcomes, especially in the psychomotor
pretest, and subjects are not randomly
realm. Jaya (2012) also said that the use of
assigned to the treatment group. The steps
virtual laboratories could improve students'
involved in the static group comparison
competence in terms of cognitive and
design were as follows: (a) one group of
psychomotor. In addition, the use of virtual
subjects was given the experimental treatment
laboratories can also increase student
and then post-tested, and (b) the other group
motivation because virtual laboratories make
of subjects was given the post-test only.
it easier for students to provide virtually
Figure 1 shows the design of this study.
available tools and materials (Adi et al.,
2016).
Based on the literature review, it can be
concluded that the use of virtual laboratories
can increase learning motivation and physics Figure 1. Static-group comparison design
learning outcomes. Therefore, the objectives The population in this study were all
of this study were to analyze the level of students of Tadris Physics UIN Mataram and
students' learning motivation and learning the samples were 3rd-semester students who
outcomes of physics as well as the differences were taken by simple random sampling. One
between students who were taught and class was an experimental class taught using
without using a virtual laboratory at the virtual laboratory media, and one class was a
Tadris physics study program, UIN Mataram. control class taught using presentation media.
This technique uses the assumption that the
population is homogeneous because, for the
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16

first time, the class determination of students laboratories, which only cover the cognitive
has been randomized. domain: remembering (C1), understanding
In order to avoid differences in (C2), applying (C3), and analyzing (C4).
perceptions regarding the definition of The data obtained were then analyzed
research variables, the operational definitions using descriptive and inferential analysis. The
of the research variables are explained. The descriptive analysis includes possible max.
independent variable in this study is virtual score, possible min. score, maximum score,
laboratory learning. This is a tool used in minimum score, score range, average score,
teaching and learning activities, where the standard deviation, and variance. While
presentation of the material uses learning inferential analysis uses a t-test to answer the
media in the form of simulations. Learning research hypothesis. Before the t-test, the
media uses a computer and is displayed on an normality test and homogeneity test were first
LCD. The program (software) used is a PhET performed. The hypothesis of this study is
simulation, containing a combination of that there are significant differences in
animation, text, and images packaged in an learning motivation and physics learning
experimental simulation based on a design outcomes between the group taught using a
that has been programmed in a computer. virtual laboratory and the group being taught
On the other hand, the dependent without using a virtual laboratory.
variable in this study is learning motivation
III. RESULTS AND DISCUSSION
and learning outcomes. Learning motivation
is the entire psychic driving force that exists This stage discusses matters relating to
in individual students who can provide data processing, hypothesis testing, and
encouragement to learn in order to achieve discussion based on the data obtained in
the learning objectives. In this study, learning accordance with the data collection
motivation can be shown through the answer techniques and procedures. The data
scores on the questionnaire. The indicators of processing includes descriptive analysis,
learning motivation in question include normality and homogeneity testing of data,
encouragement and needs in learning, a and hypothesis testing. The results of the
passionate and active attitude in learning, the descriptive analysis of the physics learning
ability of students to overcome learning motivation of the experimental class and
obstacles, the urge to compete in learning control class can be seen in Table 1.
with friends, and the desire to excel. In
contrast, physics learning outcomes are scores
obtained by students from giving physics tests
after being taught with and without virtual
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Table 1. Description of students' physics learning motivation scores in the experiment class and
control class
Score Experiment class Control class
Possible max. score 120 120
Possible min. score 24 24
Maximum score 109 112
Minimum score 76 82
Score range 33 30
Average score 86.97 85.38
Standard deviation 8.06 9.21
Based on Table 1, the experimental class with a standard deviation was 9.21, and the
learning motivation obtained an average score range between the highest score and the
of 86.97 with a standard deviation of 8.06, lowest score was 30. The comparison of
and the range of the highest and lowest scores students' learning motivation scores in the
was 33. As for the learning motivation in the experimental class and control class in each
control class, the average score was 85.38, category can be seen in Figure 2.

25

20

15

10

Very High Currently Low Very

5
High Low

0
Very high High Medium Low Very low
Experiment class Control class

Figure 2. Percentage of students' learning motivation scores

As we can see in figure 2, the percentage average score of learning motivation in the
of students in the experimental class is experimental class is higher than the control
smaller than in the control class for the class. Furthermore, the results of the
medium and high categories. Meanwhile, the descriptive analysis of the physics learning
percentage of students in the experimental outcomes of the experimental class and
class was greater than in the control class for control class students can be seen in Table 2.
the very high category. This shows that the
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Table 2. Description of students' physics learning outcomes scores in the experiment class and
control class
Score Experiment class Control class
Possible max. score 33 33
Possible min. score 0 0
Maximum score 31.00 28.00
Minimum score 22.00 17.00
Score range 9 11
Average score 27.59 22.70
Standard deviation 4.77 4.99

Based on table 2, the average score of standard deviation of 4.99, and the range of
learning outcomes in the experimental class is the highest and lowest scores is 11. The
27.59 with a standard deviation of 4.77, and comparison of students' learning outcomes
the range of the highest and lowest scores is scores in the experimental class and control
9. While the average score of learning class in each category can be seen in Figure 3.
outcomes in the control class is 22.70 with a

25

20

15

10

0
Very high High Medium Low Very low
Experiment class Control class

Figure 3. Percentage of students' learning outcomes scores

As shown in figure 3, the percentage of category. This indicates that the average score
students in the experimental class is smaller of the experimental class learning outcomes is
than in the control class for the medium and higher than the control class.
high categories. Meanwhile, the percentage of Based on the results of the pre-requisite
students in the experimental class was greater test, it was found that the data has been
than in the control class for the very high normally and homogenous distribution both
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19

on the physics learning outcomes and the The results of this study are in line with
student motivation in the third semester of research conducted by Jaya (2012) that
Tadris Physics students at UIN Mataram. So, learning with a virtual laboratory makes
the next step is a parametric test. The learning activities more enjoyable. Students'
hypothesis in this study was tested using a interest in learning by using the virtual
two-party test that was calculated manually. laboratory can increase students' enthusiasm
After comparing the values of Tcount and Ttable, for learning and make students more active so
it is found that Tcount > Ttable (3.03 > 2.03) that it can help them understand the concepts.
means that H0 is rejected and H1 is accepted. Another research also suggests that learning
So it can be concluded that There is a using virtual laboratories is well integrated in
significant difference in learning motivation terms of analyzing problems so that students
between those taught with and without a can come up with good reasoning ideas
virtual laboratory. This result is also the same (Astiani, 2019).
in learning outcomes. After comparing the Jaya (2013) also said that the use of
value of Tcount and Ttable, it is found that Tcount virtual laboratories could improve students'
> Ttable (4,90 > 2,03) means that H0 is rejected competence in terms of cognitive and
and H1 is accepted. So it can be concluded psychomotor. In addition, the use of virtual
that there is a significant difference in physics laboratories can also increase student
learning outcomes between those taught with motivation because virtual laboratories make
abd without a virtual laboratory. it easier for students to provide virtually
Based on the results of descriptive and available tools and materials (Adi et al.,
inferential analysis, it is known that there are 2016). The developed virtual laboratory
significant differences difference in learning model is proven to be able to increase the
motivation and learning outcomes between creativity of prospective physics teachers. We
those taught with and without a virtual agree with what was stated by Supurwoko et
laboratory. The difference in learning al. (2017) and Putra (2015) that teachers can
motivation scores and physics learning process abstract material into material that
outcomes indicates that learning physics can be seen directly through computer-based
using a virtual laboratory has different results animation. Especially in the realm of learning
compared to learning physics using outcomes, virtual laboratories show favorable
conventional learning models. This happened results both in the cognitive aspect and in the
because the treatment was given to the science laboratory environment (Maulidah &
experimental class and the control class was Prima, 2018). Budi et al. (2021) concluded
different. that virtual technology laboratories provide a
promising medium for educational
 Bahtiar, Azmar | JPF | Volume 10 | Number 1 | 2022 | 13 - 21
20

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