Development of Virtual Laboratory as an Interactive Medium to Address Physics Misconceptions on the Doppler Effect Topic
DOI:
https://doi.org/10.33394/j-lkf.v13i2.18239Keywords:
Virtual laboratory, Interactive media, Doppler effect, misconceptions, physics educationAbstract
This study aimed to develop a virtual laboratory as an interactive learning medium to address students’ misconceptions in physics, particularly on the Doppler Effect topic. Conducted at SMA Negeri 1 Telaga during the 2024/2025 academic year, the research employed a Research and Development (R&D) approach using a 4D model (Define, Design, Develop, Disseminate), which was implemented up to the Develop stage. The developed media was created using Lectora Inspire 18 and included simulations, theoretical content, and interactive components. Validation involved media experts, content experts, and instructional tool assessment, resulting in high validity scores (average 3.75 for media and 3.50 for content). Practicality was evaluated through classroom implementation and student feedback, both yielding very positive results, with 100% implementation and strong student approval across five evaluation aspects. Effectiveness was measured through student activity observation, misconception analysis, and N-Gain testing, which revealed medium to high improvement in conceptual understanding. The findings demonstrate that the virtual laboratory is valid, practical, and effective in enhancing learning and reducing misconceptions. This study supports the integration of virtual laboratories in physics education to improve conceptual mastery and student engagement in abstract scientific topics.
References
Amalia, S., & Samsudin, A. (2022). Penerapan Model Pembelajaran Berbasis Konflik Kognitif Untuk Mereduksi Miskonsepsi Siswa Pada Materi Gelombang. Jurnal Pembelajaran Fisika, 11(2), 108–114. Https://Doi.Org/10.26877/Jpf.V11i2.10687.
Andriani, N., Ramalis, T. R., & Suhandi, A. (2018). Pengaruh Penggunaan Media Simulasi Interaktif Terhadap Kemampuan Representasi Multiple Siswa Pada Materi Gelombang Bunyi. Jurnal Pendidikan Fisika Dan Teknologi, 4(2), 137–144.
Arista, F. S., & Kuswanto, H. (2018). Virtual Physics Laboratory Application Based On The Android Smartphone To Improve Learning Independence And Conceptual Understanding. International Journal Of Instruction, 11(1), 1–16. Https://Doi.Org/10.12973/Iji.2018.1111a
Arslan, H. O., Cigdemoglu, C., & Moseley, C. (2012). A Three-Tier Diagnostic Test To Assess Pre-Service Teachers’ Misconceptions About Global Warming, Greenhouse Effect, Ozone Layer Depletion, And Acid Rain. International Journal Of Science Education, 34(11), 1667–1686. Https://Doi.Org/10.1080/09500693.2012.680618
Azani, H., Antoni Musril, H., Zakir, S., & Efriyanti, L. (2024). Perancangan Media Pembelajaran Teknologi Informasi Dan Komunikasi Menggunakan Lectora Inspire Di Mts Tarbiyah Islamiyah Canduang. JATI (Jurnal Mahasiswa Teknik Informatika), 7(4), 2600–2604. Https://Doi.Org/10.36040/Jati.V7i4.7195
Hake, R. R. (1998). Interactive-Engagement Versus Traditional Methods: A Six-Thousand-Student Survey Of Mechanics Test Data For Introductory Physics Courses. American Journal Of Physics, 66(1), 64–74. Https://Doi.Org/10.1119/1.18809
Herga, N. R., Cagran, B., & Dinevski, D. (2016). Virtual Laboratory In The Role Of Dynamic Visualisation For Better Understanding Of Chemistry In Primary School. Eurasia Journal Of Mathematics, Science And Technology Education, 12(3), 593–608. Https://Doi.Org/10.12973/Eurasia.2016.1224a
Khasanah, N. (2010). Penggunaan Pendekatan Konflik Kognitif Untuk Remediasi Miskonsepsi Pembelajaran Usaha Dan Energi”[Tesis]. Surakarta: Universitas Sebelas Maret Surakarta.
Mukhlisa, N. (2021). Miskonsepsi Pada Peserta Didik. SPEED Journal : Journal Of Special Education, 4(2), 66–76. Https://Doi.Org/10.31537/Speed.V4i2.403.
Nesti, E. W., Medriati, R., Purwanto, A., Fisika, P. P., & Keguruan, F. (N.D.). Analisis Kebutuhan Pengembangan Media Pembelajaran Fisika Berbasis Aplikasi Lectora Inspire Abstrak.
Prasetyo, A. P., & W. (2020). Analisis Miskonsepsi Siswa Pada Materi Usaha Dan Energi Menggunakan Three-Tier Test. Jurnal Inovasi Pendidikan IPA, 6(2), 183–192. Https://Doi.Org/10.21831/Jipi.V6i2.33594.
Puspitasari, D., Wiyono, K., & Lestari, A. (2022). Pengaruh Virtual Lab Terhadap Motivasi Belajar Siswa SMA. Jurnal Pendidikan Dan Pembelajaran, 29(2), 134–142.
Respasari, B. N., Santika, H. D., Hasana, Y., Hikmawati, H., & Rokhmat, J. (2022). Analisis Miskonsepsi Siswa Pada Topik Pelajaran Tentang Gaya Gesek. Jurnal Penelitian Dan Pembelajaran Fisika Indonesia, 4(2). Https://Doi.Org/10.29303/Jppfi.V4i2.187
Ridwan. (2015). Dasar-Dasar Statistika. Bandung: Alfabeta.
Rosdiana, R. (2018). Pengembangan Media Pembelajaran Berbasis Komputer. Al-Khwarizmi: Jurnal Pendidikan Matematika Dan Ilmu Pengetahuan Alam, 1(2), 87–100. Https://Doi.Org/10.24256/Jpmipa.V1i2.95
Setiawan, H., & Wahyudi, A. (2022). Pemanfaatan Media Digital Dalam Pembelajaran Di Era Revolusi Industri 4.0. Jurnal Teknologi Pendidikan, 24(1), 45–58.
Sugiyono. (2015). Metode Penelitian Kuantitatif, Kualitatif, Dan R&D. Bandung: ALFABETA.
Sujono, R. N., Maryati, M., & Jumadi, J. (2023). Science Virtual Laboratory Implementation To Improve Students’ Critical Thinking Skills: A Content Analysis. Jurnal Penelitian Pendidikan IPA, 9(6), 190–195. Https://Doi.Org/10.29303/Jppipa.V9i6.2810
Sukardi. (2018). Metodologi Penelitian Kualitatif: Kompetensi Dan Praktiknya. Bumi Aksara, 306. Https://Books.Google.Com/Books?Hl=En&Lr=&Id=Gjo
Yakop, S., Siregar, R., & Lestari, D. (2024). Kepraktisan Laboratorium Virtual Dalam Pembelajaran Fisika SMA. Jurnal Inovasi Pendidikan, 10(1), 44–52.
Yakop, S. S., Yusuf, M., & Buhungo, T. J. (2024). Analisis Kepraktisan Penggunaan Model Problem Based Learning Berbasis Phet Simulation Untuk Meningkatkan Pengetahuan Konseptual Fisika Pada Materi Elastisitas & Hukum Hooke. Jurnal Jendela Pendidikan, 4(03), 257–265. Https://Doi.Org/10.57008/Jjp.V4i03.794
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Nurinda Thalib, Mursalin Mursalin, Irsan Irsan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Lensa: Jurnal Kependidikan Fisika agree to the following terms:
- For all articles published in Lensa: Jurnal Kependidikan Fisika, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
