Nurinda Thalib, Mursalin Mursalin, Irsan Irsan

Development of Virtual Laboratory as an Interactive Medium to Address Physics Misconceptions on the Doppler Effect Topic

Introduction

Development of virtual laboratory as an interactive medium to address physics misconceptions on the doppler effect topic. Develops a virtual lab using Lectora Inspire 18 to address physics misconceptions on the Doppler Effect. Validated, practical, and effective for enhancing conceptual understanding.

Abstract

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.

Review

This study presents a timely and relevant effort to leverage virtual laboratories as an interactive medium to tackle persistent physics misconceptions, specifically concerning the Doppler Effect. The chosen Research and Development (R&D) approach, utilizing the 4D model (Define, Design, Develop), provides a systematic framework for the creation and initial evaluation of the learning tool. By focusing on an abstract yet fundamental concept like the Doppler Effect, the research addresses a critical need in physics education to bridge the gap between theoretical understanding and practical application, often a source of student misunderstanding. The development of the media using Lectora Inspire 18, integrating simulations, theoretical content, and interactive components, suggests a comprehensive design aimed at engaging students effectively. The findings strongly support the developed virtual laboratory's merits across multiple dimensions. Validity was robustly established through expert reviews, with high scores from both media and content specialists, affirming the instructional quality and accuracy of the material. Practicality was also demonstrated convincingly, with 100% classroom implementation and overwhelmingly positive student feedback across five evaluation aspects, indicating the tool's ease of use and student acceptance in a real-world learning environment. Crucially, the virtual lab proved effective, as evidenced by observed student activity, a reduction in misconceptions, and N-Gain testing that showed medium to high improvement in conceptual understanding. These results collectively indicate that the virtual laboratory is not only well-designed and usable but also capable of achieving its primary goal of enhancing learning and rectifying misconceptions. In conclusion, this research makes a valuable contribution by validating the effectiveness of virtual laboratories in addressing complex physics topics. The consistent positive outcomes for validity, practicality, and effectiveness underscore the potential of such interactive media to transform physics education, particularly for abstract concepts where traditional methods might fall short. The study's findings strongly advocate for the broader integration of virtual laboratories, suggesting they can significantly boost conceptual mastery and student engagement. While the research was implemented up to the 'Develop' stage, the strong results provide a compelling foundation for future work, including the dissemination phase and further longitudinal studies on student retention of correct concepts.

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