Effectiveness of the use of real and virtual laboratories of student learning outcomes based on student critical ability
Inggrid YH Wie, Heinrich Taunaumang, Ferny M Tumbel
The situation of teachers who do not know the individual circumstances of students, teachers who never measure the critical thinking skills of students resulting in low student learning outcomes in science subjects. This study aims to determine the effectiveness of using real and virtual laboratories on student science learning outcomes based on students critical thinking skills. With a sample of 80 people, namely students of class IX B and IX D. Each class was divided into groups of high and low critical thinking abilities. The data was taken science learning outcomes data as measured by cognitive test questions that have previously been tested for validity and reliability. Hypothesis testing was done by using a two-way analysis of variance (ANOVA) with treatment by level design. The results showed (1) there were significant differences in learning outcomes between students taught using real and virtual methods and students taught by using real methods (2) there were interactions between learning methods and the ability to think critically on student learning outcomes (3) there were differences significant learning outcomes between students taught using real and virtual methods with high critical thinking skills and students taught using real methods with high critical thinking skills (4) there are differences in learning outcomes between students taught using real and virtual methods with critical thinking skills low and students taught using real methods with low critical thinking skills.