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All Journal Jurnal Pengajaran MIPA Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Biosaintifika: Journal of Biology & Biology Education
Resik Ajeng Maria, Resik Ajeng
Faculty of Mathematics Education and Natural Sciences, Universitas Pendidikan Indonesia, Indonesia
Agriculture, Biological Sciences & Forestry Mathematics

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PERANAN PRAKTIKUM RIIL DAN PRAKTIKUM VIRTUAL DALAM MEMBANGUN KREATIFITAS SISWA Widodo, Ari; Maria, Resik Ajeng; Fitriani, Any
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 1 (2016): Jurnal Pengajaran MIPA - April 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i1.670

Abstract

This study examines the differences of virtual laboratory and real laboratory activity (actual lab) in developing students creative thinking. Samples were 53 tenth grader in one of senior high schools in Bandung. The instrument consists of student worksheet (LKS), virtual lab software and instruments to collect data. Students’ creative thinking skills were measured using tests of creative thinking in the form of eight essay questions about plant growth and development. Results showed that the average score of actual lab class was higher than the average score of virtual lab class. In addition, actual lab also can improve students creative thinking in all aspects of creative thinking abilities (flexibility, fluency, elaboration and originality). This suggests that the real laboratory activities provide better conditions for the development of students’ creative thinking.ABSTRAKPenelitian ini mengkaji perbedaan pembelajaran praktikum virtual dan praktikum riil dalam membangun keterampilan berpikir kreatif siswa. Sampel penelitian adalah 53 siswa kelas X salah satu SMA Negeri di Bandung. Instrumen kegiatan praktikum terdiri dari lembar kerja siswa (LKS) untuk kegiatan praktikum riil dan software praktikum virtual dan instrumen pengumpul data. Keterampilan berpikir kreatif siswa diukur dengan menggunakan tes keterampilan berpikir kreatif berupa delapan soal esai tentang materi pertumbuhan dan perkembangan tumbuhan. Hasil penelitian menunjukkan bahwa rerata skor kelas praktikum riil lebih tinggi dari pada rerata skor pada kelas praktikum virtual. Selain itu, praktikum riil juga bisa meningkatkan keterampilan berpikir kreatif siswa pada semua aspek keterampilan berpikir kreatif (flexibility, fluency, elaboration dan originality). Hal ini menunjukkan bahwa praktikum riil memberikan kondisi yang lebih baik untuk pengembangan keterampilan berpikir kreatif siswa.
Constructivist Learning Environment During Virtual and Real Laboratory Activities Widodo, Ari; Maria, Resik Ajeng; Fitriani, Any
Biosaintifika: Journal of Biology & Biology Education Vol 9, No 1 (2017): April 2017
Publisher : Department of Biology, Faculty of Mathematics and Sciences, Semarang State University . Ro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/biosaintifika.v9i1.7959

Abstract

Laboratory activities and constructivism are two notions that have been playing significant roles in science education. Despite common beliefs about the importance of laboratory activities, reviews reported inconsistent results about the effectiveness of laboratory activities. Since laboratory activities can be expensive and take more time, there is an effort to introduce virtual laboratory activities. This study aims at exploring the learning environment created by a virtual laboratory and a real laboratory. A quasi experimental study was conducted at two grade ten classes at a state high school in Bandung, Indonesia. Data were collected using a questionnaire called Constructivist Learning Environment Survey (CLES) before and after the laboratory activities. The results show that both types of laboratories can create constructivist learning environments. Each type of laboratory activity, however, may be stronger in improving certain aspects compared to the other. While a virtual laboratory is stronger in improving critical voice and personal relevance, real laboratory activities promote aspects of personal relevance, uncertainty and student negotiation. This study suggests that instead of setting one type of laboratory against the other, lessons and follow up studies should focus on how to combine both types of laboratories to support better learning.
PERANAN PRAKTIKUM RIIL DAN PRAKTIKUM VIRTUAL DALAM MEMBANGUN KREATIFITAS SISWA Widodo, Ari; Maria, Resik Ajeng; Fitriani, Any
Jurnal Pengajaran MIPA Vol 21, No 1 (2016): JPMIPA: Volume 21, Issue 1, 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i1.36262

Abstract

ABSTRAKPenelitian ini mengkaji perbedaan pembelajaran praktikum virtual dan praktikum riil dalam membangun keterampilan berpikir kreatif siswa. Sampel penelitian adalah 53 siswa kelas X salah satu SMA Negeri di Bandung. Instrumen kegiatan praktikum terdiri dari lembar kerja siswa (LKS) untuk kegiatan praktikum riil dan software praktikum virtual dan instrumen pengumpul data. Keterampilan berpikir kreatif siswa diukur dengan menggunakan tes keterampilan berpikir kreatif berupa delapan soal esai tentang materi pertumbuhan dan perkembangan tumbuhan. Hasil penelitian menunjukkan bahwa rerata skor kelas praktikum riil lebih tinggi dari pada rerata skor pada kelas praktikum virtual. Selain itu, praktikum riil juga bisa meningkatkan keterampilan berpikir kreatif siswa pada semua aspek keterampilan berpikir kreatif (flexibility, fluency, elaboration dan originality). Hal ini menunjukkan bahwa praktikum riil memberikan kondisi yang lebih baik untuk pengembangan keterampilan berpikir kreatif siswa.ABSTRACTThis study examines the differences of virtual laboratory and real laboratory activity (actual lab) in developing students' creative thinking. Samples were 53 tenth grader in one of senior high schools in Bandung. The instrument consists of student worksheet (LKS), virtual lab software and instruments to collect data. Students’ creative thinking skills were measured using tests of creative thinking in the form of eight essay questions about plant growth and development. Results showed that the average score of actual lab class was higher than the average score of virtual lab class. In addition, actual lab also can improve students' creative thinking in all aspects of creative thinking abilities (flexibility, fluency, elaboration and originality). This suggests that the real laboratory activities provide better conditions for the development of students’ creative thinking.
Co-Authors Any Fitriani Ari Widodo