The Analysis Of Using Physics Education Technology (PhET) As Virtual Laboratory In Learning Waves And Sounds.

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THE ANALYSIS OF USING PHYSICS EDUCATION

TECHNOLOGY (PhET) AS VIRTUAL LABORATORY IN

LEARNING WAVES AND SOUNDS

RESEARCH PAPER

Submitted as Requirement to Obtain Degree of Sarjana Pendidikan in International

Program on Science Education (IPSE) Study Program

Arranged by:

Shopi Setiawati Maulidah

1101736

INTERNATIONAL PROGRAM ON SCIENCE EDUCATION

FACULTY OF MATHEMATICS AND SCIENCE EDUCATION

UNIVERSITAS PENDIDIKAN INDONESIA

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THE ANALYSIS OF USING PHYSICS EDUCATION

TECHNOLOGY (PhET) AS VIRTUAL LABORATORY IN

LEARNING WAVES AND SOUNDS

Oleh

Shopi Setiawati Maulidah

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Fakultas Pendidikan Matematika dan Ilmu Pengetahuan

Alam

Universitas Pendidikan Indonesia

Agustus 2015

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,

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SHEET OF LEGITIMATION

THE ANALYSIS OF USING PHYSICS EDUCATION TECHNOLOGY (PhET)

AS VIRTUAL LABORATORY IN LEARNING WAVES AND SOUNDS

By:

Shopi Setiawati Maulidah

1101736

Approved and Authorized by,

Supervisor I

Dr. Wawan Setiawan, M.Kom.

NIP. 196601011991031005

Supervisor II

Agus Fany Chandra Wijaya, M.Pd.

NIP. 198108122005011003

Perceive,

Head of International Program on Science Education Study Program

Dr. Diana Rochintaniawati, M.Ed.

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THE ANALYSIS OF USING PHYSICS EDUCATION TECHNOLOGY (PhET) AS VIRTUAL LABORATORY IN LEARNING WAVES AND SOUNDS

Shopi Setiawati Maulidah 1101736

International Program on Science Education

ABSTRACT

This research was intended to analyze the use of Physics Education Technology (PhET) as virtual laboratory in learning waves and sounds. The analysis was in terms of the implementation of waves on a string student activity as lesson plan, the profile of students’ cognitive, and the profile of science laboratory environment. The method which is used in this research was descriptive method with methodological triangulation as the research design. The sample was taken on convenient situation at grade 8 in one of International School in Bandung. According to the analysis of the result, the waves on a string student activity can be adopted as the lesson plan with several recommendation to be improved such as in PART A, changing some sentences in the data table, changing some settings in obtaining data activity, and adding clear example in determining the base and peak point in measuring the height of wave at start and at the end. And then in PART B, adding clear instruction on how to use the ruler to measure the wavelength, and changing the picture to obtain the data of wavelength with the picture of simulation with the instructed setting. Moreover in PART C, adding instruction to do the practice session together with the teacher, and adding instruction to make the starting point in counting the wave similar in each trial. The use of Physics Education Technology (PhET) as virtual laboratory in learning waves and sounds shows favorable result on both cognitive aspect and science laboratory environment.

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ANALISIS PENGGUNAAN PHYSICS EDUCATION TECHNOLOGY (PhET)

Penelitian ini bertujuan untuk menganalisis penggunaan Physics Education Technology (PhET) sebagai laboratorium virtual dalam pembelajaran gelombang dan bunyi. Analisis yang dimaksud adalah dari segi penggunaan aktivitas siswa waves on a string sebagai rencana pembelajaran, profil kemampuan kognitif siswa, dan profil lingkungan laboratorium sains. Penelitian ini menggunakan metode deskriptif dengan triangulation sebagai desain penelitian. Sampel dari penelitian ini adalah satu kelas pada kelas 8 di salah satu Sekolah Internasional yang ada di Bandung. Penelitian ini menggunakan Convenience Sampling sebagai teknik pengambilan sampel. Berdasarkan hasil analisis, aktivitas siswa waves on a string dapat diadopsi sebagai rencana pembelajaran dengan beberapa rekomendasi, seperti di bagian A, mengubah beberapa kalimat dalam table data, mengubah beberapa setting dalam proses pengambilan data, dan menambahkan contoh yang jelas dalam menentukan titik dasar dan puncak dalam menghitung tinggi gelombang di awal dan di akhir. Kemudian pada bagian B, menambahkan instruksi yang jelas tentang cara menggunakan penggaris untuk mengukur panjang gelombang, dan mengubah gambar untuk pengambilan data dengan gambar yang sesuai dengan instruksi yang diberikan. Sedangkan pada bagian C, menambahkan instruksi untuk melaksanakan sesi latihan bersama dengan guru, dan menambahkan instruksi untuk menyamakan titik awal dalam menghitung gelombang pada setiap trial. Penggunaan Physics Education Technology (PhET) sebagai laboratorium virtual dalam pembelajaran gelombang dan bunyi menunjukkan hasil yang baik pada aspek kognitif siswa dan lingkungan laboratorium sains.

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TABLE OF CONTENTS

PREFACE ... i

DECLARATION ... ii

ACKNOWLEDGEMENT ... iii

ABSTRACT ... v

TABLE OF CONTENT ... vi

LIST OF TABLES ... viii

LIST OF FIGURES ... ix

CHAPTER I INTRODUCTION A. Background ………... 1

B. Research Problem ………. 4

C. Research Question ……… 4

D. Limitation Of Problem ………. 5

E. Research Objective ………... 5

F. Research Benefit ……… 5

CHAPTER II LITERATURE REVIEW A. Virtual Laboratory ... 6

B. Students’ Cognitive ... 9

C. Science Laboratory Environment ... 11

D. Waves and Sounds ... 13

E. Relevant Research ... 17

CHAPTER III METHODOLOGY A. Research Method and Research Design ... 19

B. Population and Sample ... 20

C. Operational Definition ... 20

D. Research Instrument ... 21

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F. Data Analysis ... 29

G. Research Procedure ... 30

CHAPTER IV FINDINGS AND DISCUSSIONS A. Profile of Lesson Plan Implementation ... 33

B. Profile of Students’ Cognitive ... 51

C. Profile of Science Laboratory Environment ... 70

CHAPTER V CONCLUSION AND RECOMMENDATION A. Conclusion ... 73

B. Recommendation ... 74

REFERENCES ... 75

APPENDIX A. INSTRUCTIONAL TOOLS ... 79

B. RESEARCH INSTRUMENT ... 103

C. DATA RESULT ... 126

D. DOCUMENTATION ... 132

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LIST OF TABLES

Table 2.1 Descriptive Information for Each Scale ... 12

Table 2.2 Core Competence and Basic Competence of Waves and Sounds ... 13

Table 3.1 Distribution of Cognitive Test Item ... 21

Table 3.2 Interpretation of Validity ... 22

Table 3.3 Interpretation of Reliability ... 23

Table 3.4 Interpretation of Difficulty Level ... 24

Table 3.5 Interpretation of Discriminating Power ... 25

Table 3.6 The Distribution of Attitude Scale in SLEI Questionnaire ... 26

Table 3.7 Recapitulation of Limited Test for Students’ Cognitive ... 28

Table 3.8 Criteria of the Average of Cognitive Aspect ... 29

Table 4.1 Main Part of the Lesson ... 33

Table 4.2 Part A - Obtaining the data in investigating Amplitude ... 34

Table 4.3 Students’ Data Result in Investigating Amplitude ... 36

Table 4.4 Proper Data Result in Investigating Amplitude ... 37

Table 4.5 Students’ Answer of the Second Question In The First Activity ... 38

Table 4.6 Students’ Answer Of The Forth Question In The Second Activity ... 39

Table 4.7 PART B – Obtaining the data in investigating Wavelength ... 40

Table 4.8 Students’ Data Result in Investigating Wavelength ... 41

Table 4.9 Proper Data Result in Investigating Wavelength ... 42

Table 4.10 Students’ Answer of The Third Question In The Second Activity ... 44

Table 4.11 PART C – Obtaining the Data in Investigating Frequency ... 45

Table 4.12 Students’ Data Result in Investigating Frequency ... 47

Table 4.13 Comparison of Different Starting Point In Counting The Wave ... 48

Table 4.14 Students’ Answer of Question Number Six in the Worksheet Day 2 ... 49

Table 4.15 Students’ answer of Question Number Seven in Worksheet Day 2 ... 50

Table 4.16 The Answer Of Cognitive Test Number 5 Chosen by The Students ... 58

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LIST OF FIGURES

Figure 2.1 Virtual Chemistry Laboratory (VCL) ... 6

Figure 2.2 Physics Education Technology project simulation, Wave on a String .... 8

Figure 2.3 A Sine Curve ... 15

Figure 2.4 A Transverse Wave ... 16

Figure 2.5 Demonstration of Slinky as a Longitudinal and a Transverse Wave ... 17

Figure 3.1 Research Procedure ... 32

Figure 4.1 Number of Students’ Cognitive Test Result on C-2 Question Related to Amplitude Concept ... 52

Figure 4.2 Number of Students’ cognitive test result on on C-4 Question Related to Amplitude Concept ... 54

Figure 4.3 Number of Students’ cognitive test result on C-2 Question Related to Wavelength Concept ... 56

Figure 4.4 Number of Students’ cognitive test result on C-3 Question Related to Wavelength Concept ... 59

Figure 4.5 Number of Students’ cognitive test result on C-2 Question Related to Frequency Concept ... 62

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CHAPTER I

INTRODUCTION

A. Background

Practical work is an essential feature of science education (Abraham and

Millar, 2008). It can not be separated from the learning process of science. The

House of Commons Science and Technology Committee (2002); Kurniawan and

Aji (2009) stated that practical work is one of the way to enhance students’

understanding. In addition, The House of Commons Science and Technology

Committee (2002) stated that practical work helps students in appreciating

evidence as basic of science and acquiring hands-on skills. Abraham and Millar

(2008) stated that practical work can be defined as activities in which the

students manipulate and observe real objects and materials. To do this practical

work, students have to deal with hands-on activities. It is clearly known that

hands-on activity in learning science is usually done in laboratory, although it

may be held in the classroom and field as well. In this context, laboratories are

essential component of education to make students gain experience (Tuysuz,

2010).

Physical laboratory is very useful to promote the learning process of

science, yet provides several problems for both students and teacher. Pyatt and

Sims (2012) stated that physical laboratory experiences may not always promote

conceptual change. In the real world situation, students have no much

experiences in conducting laboratory activity. Based on Tuysuz (2010), there are

several problems faced in conducting laboratory activity in physical laboratory

such as limitation of facilities, limited time allocation, and insufficient laboratory

condition. Those problems sometimes forces the teachers to perform laboratory

activities in crowded groups. Moreover, related to safety concern, Tatli and Ayas

(2013) stated that perform laboratory activities in the physical laboratory involve

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Considering the problem faced by using physical laboratory to conduct

laboratory activities, a virtual laboratory may be a preferable alternative to

overcome those problems (Tatli and Ayas, 2013). Virtual laboratories simulate a

real laboratory environment and processes, and are defined as learning

environment in which students convert their theoretical knowledge into practical

knowledge by conducting experiments (Woodfield, 2005). Tiwari and Singh

(2011) added that it is designed and sequenced in such a manner as to give a real

feel of performing the experiment. Based on the researchers, there are the

advantages and disadvantages of using Virtual laboratory in the instruction

process. The disadvantages including the impossibility to include all

environmental parameters into the virtualization, hence a virtual laboratory will

react sometimes different from a real one (Online Labs, 2013). Meanwhile the

advantages of using virtual laboratory in the instruction process are described

below.

1. Conducting experiments as if the users are in real laboratories (Tatli and

Ayas, 2011).

2. Enrich learning experiences (Jeschke, Richter, and Zorn, 2005).

3. Providing the students with meaningful virtual experiences and present

important concepts, principles, and processes (Tatli and Ayas, 2011).

4. Improving the experiment-related skills such as manipulating materials and

equipment, collecting data, completing experiment process in an interactive

way (Tatli and Ayas, 2011).

5. Having the opportunity of repeating any incorrect experiment or to deepen

the intended experiences (Tatli and Ayas, 2011).

6. Offering a clear and enjoyable learning environment (Jeschke, Richter, and

Zorn, 2005).

7. Can be solution for Schools which has no Science Lab, but has a computer

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8. Overcome some problems faced in real laboratory such as safety problem,

limitation of facilities, and time allocation (Tuysuz, 2010).

As can be seen from the explanation above, a virtual laboratory may

sometimes be a preferable alternative, or simply a supportive learning

environment to physical laboratories (Tatli and Ayas, 2011).

According to Jaya (2012), in this era, educators have got the accesses to

use various kind of technology to enhance the effectiveness of instruction

process. It supports the use of Virtual laboratory in the instruction process. The

use of virtual laboratory as an alternative to overcome the problems faced in the

physical laboratory is in line with 21st century demands. In the 21st century, technologies have become commonplace in improving and advancing the

practice of science education because of its potentials of bringing about change

in ways of teaching practice and learning process (Srisawasdi, 2012).

One of examples of virtual laboratory is Physics Education Technology

abbreviated as PhET (Finkelstein et al., 2005). PhET is developed by University

of Colorado, it is freely available on it’s website (www.phet.colorado.edu). This

website consists of more than 50 simulations related with physics subject, it can

be accessed both offline and online. These simulations are designed to be highly

interactive, engaging, and open learning environments that provide animated

feedback to the user. The simulations model physically accurate, highly visual,

dynamic representations of physics principles (Finkelstein et al., 2005). PhET

simulation is equipped with it’s student activity, teacher guidance, and

worksheet.

Since doing practical work using virtual laboratory has so many

advantages and PhET as virtual laboratory is freely provided, hence there is

question that comes up, “How if the practical work using Physics Education

Technology (PhET) as virtual laboratory applied in one of International School in

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Many researchers in science have determined that carrying out virtual

laboratory in the instruction process significantly increase students’ achievement

(Tuysuz, 2010; Tatli and Ayas, 2011; & Jaya, 2012) and have positive effect on

students’ attitudes (Tuysuz, 2010; Jaya, 2012; & Pyatt and Sims, 2012). In the process of increasing students’ achievement and having positive attitude in

learning, students experience an environment which can support them to gain the

knowledge and have positive attitude. Luketic et al., (2013) stated that student’s

perception of their learning environment influence how and to what extent they

learn and retain knowledge. Hence, the researcher decided to analyze the

students’ cognitive and their perception about their science laboratory

environment in learning waves and sounds using Physics Education Technology

(PhET) as virtual laboratory. The result of this research is expected to be used by

the teacher as an information to guide attempts to improve their classroom.

B. Research Problem

The research problem of this study is “How is the use of Physics Education

Technology (PhET) as Virtual Laboratory in learning Waves and Sounds?”

C. Research Question

Elaborating the research problem, the research attempts to explore the

following questions:

1. How is the implementation of Waves on a String Students Activity as

Lesson Plan in learning waves and sounds with Physics Education

Technology as Virtual Laboratory?

2. How is the profile of students’ cognitive in learning waves and sounds with

Physics Education Technology (PhET) as virtual laboratory?

3. How is the profile of science laboratory environment in learning waves and

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D. Limitation of Problem

In order to make the research become more focused, the problem is limited as

follow:

1. The analysis of the use of Physics Education Technology (PhET) as Virtual

Laboratory in this study is investigated in terms of the implementation of

waves on a string student activity as lesson plan, which the contribution of it

can be seen from students’ cognitive and science laboratory environment.

E. Research Objective

This research objective is described specifically as follow:

1. To analyze the implementation of using waves on a string students activity

as lesson plan in learning waves and sounds with Physics Education

Technology (PhET) as virtual laboratory.

2. To analyze the profile of students’ cognitive in learning waves and sounds

with Physics Education Technology (PhET) as virtual laboratory.

3. To analyze the profile of Science laboratory environment in learning waves

and sounds with Physics Education Technology (PhET) as virtual laboratory.

F. Research Benefit

The results of this study are expected to provide the following benefits:

1. For teachers, this study may use as precious knowledge as an evaluation to

have better teaching – learning activity.

2. For students, along with the existence of this research, they can feel new

experience in constructing laboratory activity. Students may access virtual

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3. For other researchers, this study may use as precious references in analyzing

the use of Physics Education Technology (PhET) as virtual laboratory in

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CHAPTER V

CONCLUSION AND RECOMMENDATION

A. Conclusion

Based on the findings and discussions elaborated, waves on string student

activity by Esler (2011) can be adopted as lesson plan with several aspects on the

student activity which are recommended to be improved such as in PART A,

changing some sentences in the data table in order to make it easier to be

understood by the students, changing some settings in obtaining data activity,

and adding clear example on how to determine the base and peak point in

measuring the height of wave at start and at the end. And then in PART B, adding

clear instruction on how to use the ruler to measure the wavelength, and changing

the picture to obtain the data of wavelength with the picture of simulation with the

instructed setting. Meanwhile in PART C, adding instruction to do the practice

session together with the teacher, and adding instruction to make the starting

point in counting the wave similar in each trial.

The students cognitive result shows that the average of cognitive test result

in the level cognitive of C-2 (Understanding) and C-4 (analyzing) were

categorized into very good criteria both in day 1 and day 2 of research

implementation. Meanwhile the average of cognitive test result in the level

cognitive of C-3 (applying) was categorized into good criteria in day 1, and it

was categorized into very good criteria in day 2 of research implementation.

The science laboratory environment in learning waves and sounds with

Physics Education Technology (PhET) as Virtual Laboratory was favorably

perceived by the students, since almost all of the average item score of each scale

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B. Recommendation

Based on the findings of the research that has been conducted and

concluded, there are several recommendations that necessary to be conveyed by

the researcher. It will be described as follow.

1. Since the laboratory activity is really important to be conducted, Waves on a

string simulation from Physics Education Technology (PhET) can be used as

an alternative to conduct laboratory activity in learning waves properties

virtually.

2. Cognitive test which is used in this research can be used to evaluate

students’ understanding after conducting virtual laboratory activity using

waves on a string simulation from Physics Education Technology (PhET).

3. The recommendation of improvement in students activity as the result of this

research could be applied in the future research.

4. Make a digital worksheet for the students which is similar with the activity

can be alternative to overcome the problem happened described in this

research.

5. Since this study was conducted in physics laboratory, it is recommended for

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