Using PhET simulation as guided inquiry-assisted virtual biology laboratory to enhance science literacy skills of junior high school students in West Lampung

Median Agus Priadi, Dewi Lengkana, Diana Yosita

Abstract


This study aims to determine the effect of implementing a guided inquiry model with assistance PhET simulation as virtual laboratory towards improving students' scientific literacy skills. This study used quasi-experimental Pretest Posttest Non-Equivalent Control Group design. The population consisted of 134 students, while the sample was taken from 51 students using the Purposive Sampling technique by considering samples that have equivalent levels of ability. The experimental class was given treatment using a guided inquiry model assisted by Virtual Laboratory PhET Simulation, while the control class used a guided inquiry model. Data on students' scientific literacy skills were obtained from pretest and posttest scores. The results of the N-gain test showed an average increase in the experimental class's scientific literacy skills of 0.53 (moderate category) and the control class of 0.28 (low category). Furthermore, an Independent Sample T-Test was conducted to determine the effect of PhET Simulation as Guided Inquiry-Assisted Virtual Biology Laboratory on the Science Literacy Skills, obtained Sig.0.00. Based on the Independent Sample T-Test, it is known that there is an effect of implementing a guided inquiry model assisted by Virtual Laboratory PhET Simulation on improving scientific literacy skills. The effect size test was also conducted and obtained a value of 1.78 with an interpretation of the effectiveness level in the large category. Thus, it can be concluded that the implementation of the guided inquiry model assisted by the Virtual Laboratory PhET Simulation has a significant effect on improving students' scientific literacy skills.


Keywords


Guided Inquiry; PhET Simulation; Science Literacy Skills; Virtual Laboratory

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References


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DOI: https://doi.org/10.17509/aijbe.v8i1.80287

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