Improving Learning Activity and Concept Mastery in Physics for 12th Grade Students Using a Virtual Lab (PhET Simulation)

Abstract

The Virtual Lab is one of the flagship products resulting from advances in information technology and laboratory development. By using a Virtual Lab, students can utilize laboratory equipment that cannot be physically presented and meet learning needs when teaching aids are unavailable. The use of the Virtual Lab is expected to enhance student learning activity and mastery of physics concepts for 12th-grade students during the odd semester at SMAN 1 Punduh Pedada. Following the implementation of learning activities using the Virtual Lab from one cycle to the next, the average student activity score increased from Cycle I to Cycle II. In Cycle I, the average student activity score was 84.08, categorized as active, while in Cycle II it rose to 89.34, also in the active category. Students’ average concept mastery score also increased by 14.16 points, from an average of 66.62 in Cycle I to 80.78 in Cycle II. This improvement occurred because students found it easier to understand concepts explained by the teacher through the Virtual Lab. However, there were still some students whose concept mastery remained at a fair level, and only slight improvements were seen in several subtopics tested. This may be due to students’ weaknesses in mathematical operations when solving test problems. Based on the average scores of student activity and concept mastery tests, it can be concluded that learning using the Virtual Lab can improve students’ mastery of physics concepts.