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International Journal of Sciences: Basic and Applied

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 November and December: 2020

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The International Journal of Sciences: Basic and Applied Research (IJSBAR) is an open access
International Journal for scientists and researchers to publish their scientiᅤc papers in all main
branches of science ( All scientiᅤc disciplines) such as Social Sciences , Natural Sciences , Formal
Sciences, and Applied science. The IJSBAR Published Papers are Indexed, Listed, And Abstracted in
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Home / Editorial Team

Editor In Chief

Associate Professor Mohammad Othman, Mohammad Nassar for Researches Establishment, Jordan

Executive Managing Editor

Associate Professor Feras Ozgur, bilkenti University, Turkey.

Coordinating Editor

Dr. Daniela Roxana Andron, Departamentul Drept Privat ?i ?tiin?ele Educa?iei, Universitatea Lucian
Blaga din Sibiu, http://dppd.ulbsibiu.ro, http://drept.ulbsibiu.ro/centrul-ccap, tel. +40-269-211 602,
fax +40-269-235 224., Romania

Section Editors

Prof. Dr. Indrani Pramod Kelkar, Department of Mathematics,Chief Mentor, Acharya Institute of
Technology, Soldevanahalli, Hesaraghatta Main Road, Banavara Post, Bangalore- 560 107. Cell :
9164685067, India

Prof. Dr. Felina Panas Espique, Professor, School of Teacher Education, Saint Louis University, Baguio
City. Dean of the School of Teacher Education. Bonifacio St., Baguio City, 2600, (074) 447-0664
(landline), Mobile Number 099-897-63236., Philippines

Prof. Dr. Hye-Kyung Pang, Business Administrations Department, Hallym University, #1, Ockcheon-
dong, Chooncheon-si, Kangwon-do, (of䏖畷ce) 82-33-248-3312/ (cell) 82-10-5311-6131, Korea, Republic
of
Layout Editors & Copyeditors

Dr. Nimish H. Vasoya, Head - General Department SANJAYBHAI RAJGURU COLLEGE OF

ENGINEERING (Previously Om Shanti Engineering College ), Sanjaybhai Rajguru Education Zone, At-
Hadmatia (Bedi), Morvi Road, Rajkot- 360 003, India

Dr. Florian Marcel Nuta, Faculty of Economics/Danubius University of Galati, Romania

Dr. Lowida L. Alcalde, Suzhou North America High School, China, Philippines

Editorial Board Members and Reviewers

Associate Professor Mohammad Othman, Mohammad Nassar for Researches Establishment, Jordan

Prof. Dr. Ayhan Esi, Adiyaman University, Science and Art Faculty, Department of Mathematics,
Turkey

prof. Dr. Abdul Haseeb Ansar, International Islamic University, Kuala Lumpur, Malaysia

Prof. Dr. Felina Panas Espique, Professor, School of Teacher Education, Saint Louis University, Baguio
City. Dean of the School of Teacher Education. Bonifacio St., Baguio City, 2600, (074) 447-0664
(landline), Mobile Number 099-897-63236., Philippines

Prof. Dr. Indrani Pramod Kelkar, Department of Mathematics,Chief Mentor, Acharya Institute of
Technology, Soldevanahalli, Hesaraghatta Main Road, Banavara Post, Bangalore- 560 107. Cell :
9164685067, India

Prof. Dr. Samir El-Sherif, College of Agriculture, Cairo University, Egypt

Prof. Dr. Hye-Kyung Pang, Business Administrations Department, Hallym University, #1, Ockcheon-
dong, Chooncheon-si, Kangwon-do, (of䏖畷ce) 82-33-248-3312/ (cell) 82-10-5311-6131, Korea, Republic
of

Prof. Dr. Aghareed M. Tayeb, Chemical Engineering Dept., Faculty of Engineering, Minia University
Minia, Egypt

Prof. Dr. Hamed Hmeda Kassem, Department of Zoology , Faculty of Science, Benghazi University,
Libya

Prof. Dr. Ramel D. Tomaquin, Dean, CAS Surigao Del Sur State University Tandag City Surigao Del
Sur, Philippines

Prof.Dr. Amer Abdulrahman Taqa, basic science Department ,College of Dentistry, Mosul University,
Iraq
Prof. Dr. Maria Luisa A. Valdez, Dean of Colleges and Head of Graduate School, Batangas State
University ARASOF Nasugbu Campus, Nasugbu, Batangas, Philippines

Prof. Dr. Iryna Morozova, Romance-Germanic Faculty, Odesa Mechnikov University, Ukraine

Prof. Dr. Manu Rathee, Head of Department Department of Prosthodontics and Crown & Bridge Post
Graduate Institute of Dental Sciences Pt. B. D. Sharma University of Health Sciences Rohtak,
Haryana, India

Prof. Dr. Mahmoud Younis Mohammed Taha, Department of Dental Basic Sciences, College of
Dentistry, Mosul University, Iraq

Prof. Dr. Akbar Masood, Dean, Faculty of Biological Sciences Head, Department of Biochemistry, the
University of Kashmir, India

Asso. Prof. Mario Amar Fetalver, College of Arts & Sciences, Romblon State University, Philippines

Asso. Prof. Fateh Mebarek-Oudina, , Algeria

Asso. Prof. Zakaria Ahmed, PRIMEASIA UNIVERSITY, MICROBIOLOGY DEPARTMENT, HBR TOWER, 9
BANANI, DHAKA 1213, Bangladesh

Associate Professor Zaira Wahab, Iqra University, Pakistan

Associate Professor. Dr. KULDEEP NARAIN MATHUR, SCHOOL OF QUANTITATIVE SCIENCE,

UNIVERSITI UTARA MALAYSIA, Malaysia

Asso. Prof. Evangelos P. Hinis, National Technical University of Athens - NTUA, Greece

Asso. Prof. Girish Chandra Mishra, O.P.Jindal Institute of Technology,Raigarh(C.G., India

Dr. Houshmand E. Masoumi, Center for Technology and Society, Technical University of Berlin,
Germany

Dr. Esther Patrick Archibong, Dept. of Sociology, University of Calabar, Nigeria

Dr. Christina De Simone, Faculty of Education, University of Ottawa.333 Chapel Street, Suite 305,
Ottawa, Ontario, K1N 8Y8, tel. 613-562-5800,4112., Canada

Dr. Hulela Keba, Botswana College of Agriculture Faculty of Agriculture Private Bag 0027. Gaborone.,
Botswana

Dr. Nimish H. Vasoya, Head - General Department SANJAYBHAI RAJGURU COLLEGE OF

ENGINEERING (Previously Om Shanti Engineering College ), Sanjaybhai Rajguru Education Zone, At-
Hadmatia (Bedi), Morvi Road, Rajkot- 360 003, India
Dr. Joseph Djeugap Fovo, University of Dschang, Faculty of Agronomy and Agricultural Science (FASA)
Department of Plant Protection, Plant Pathology Laboratory, Cameroon

, , Philippines

Dr. Ankur Rastogi, O.P.Jindal Institute of Technology, Raigarh(C.G.), India

Dr. Daniel Hailegiorgis Haile, Wollo University, Dessie, Ethiopia

Dr. Aleksandra K. Nowicka, MD Anderson Cancer Center, Houston, Texas, United States

Dr. Fazal Shirazi, MD Anderson Cancer Center, Texas, United States

Dr. Tahira Naz, Centre of excellence in Marine biology, karachi University pakistan., Pakistan

Dr. Daniela Roxana Andron, Departamentul Drept Privat ?i ?tiin?ele Educa?iei, Universitatea Lucian
Blaga din Sibiu, http://dppd.ulbsibiu.ro, http://drept.ulbsibiu.ro/centrul-ccap, tel. +40-269-211 602,
fax +40-269-235 224., Romania

Dr. Kabita Kumari Satapathy, O.P.Jindal Institute of Technology,Raigarh, C.G., India

Dr. Chandan Kumar Sarkar, IUBAT- International University of Business Agriculture and Technology,
Bangladesh

Dr. AZAD ALI, Department of Zoology, B.N. College, Dhubri, India

Dr. Narayan Ramappa Birasal, , India

Dr. Rabindra Kayastha, Kathmandu University, Nepal

Dr. Rasmeh Ali AlHuneiti, Brunel university, United Kingdom

Dr. Florian Marcel Nuta, Faculty of Economics/Danubius University of Galati, Romania

Dr. Salman Shahza, Institute of Clinical Psychology, University of Karachi, Pakistan

Dr. Suchismita Satapathy, School of Mechanical Engineering, KIIT University, India

Dr. Lowida L. Alcalde, Suzhou North America High School, China, Philippines

Dr. Juliana Ajdini, Department of Social Work and Social Policy, Faculty of Social Science, University
of Tirana, Albania

Dr. Arfan Yousaf, Department of Clinical Sciences, Faculty of Veterinary and Animal Sciences, PMAS-
Arid Agriculture University Rawalpindi .Pakistan ,, Pakistan

Dr. Rajamohan Natarajan, Chemical Engineering |Faculty of Engineering, Sohar university, Oman

Dr. TARIQ JAVED, Lahore Pharmacy College (LMDC), University of Health Sciences, Lahore, Pakistan,
Pakistan

Dr. Rogers Andrew, Sokoine University of Agriculture, Tanzania, United Republic of

Dr Irena yang Koprinskal, School of Information Technologies, Australia

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Home / Archives / Vol 39 No 2 (2018)

Published: 2018-06-08

Articles

Association of Hypertension and Dietary Variables in Pregnant Women Attending Khamis

Mushyat Hospital, Ksa
Dr. Vedavalli Sachithananthan, Hala Awad
1-9

 PDF

Analysis of 6 MV Energy Quality File Index using Percentage Depth Dose (PDD) and Tissue
Phantom Ratio (TPR) Methods on Linac Siemens and Electa
Awan Pelawi, Herty Afrina Sianturi, Martha Rianna, Kerista Sebayang, Nasruddin Noer
10-14

 PDF

The Expansion of Functional Food-Dairies in the Internal Market of the Republic of Kosovo
Genc Kadriu, Ljupche Kochoski, Gordana Dimitrovska, Elena Joshevska, Biljana Trajkovska
15-20

 PDF

Characteristics of pH, Total Acid, Total Soluble Solid on Tomato Juice by Ohmic Heating
Technology
Suhartin Dewi Astuti, Salengke S., Amran Laga, Mariyati Bilang, Hasizah Mochtar, Abdul Waris
21-28

 PDF
Characteristics of Leisure Participation Amongst Older Adults in Karanganyar Central Java
Indonesia
Ninik Nurhidayah, Muchammad Syamsulhadi, Sapja Anantanyu, Ari Probandari
29-39

 PDF

Current Situation of Stramonita heamastoma (Linnaeus 1758) (Gasteropod Mollusk) in the Western
Coast of Algeria
Khadidja Meziane, Ahmed Kerfouf
40-46

 PDF

Environmental Diagnosis of Coastal Wetlands and Analysis of Anthropogenic Activities: Case of

the West Coast of Algeria
Mehtougui Farouk, Kerfouf Ahmed, Boubakeur Fatima Zohra, Mehtougui Mohamed Samir
47-53

 PDF

Interpersonal Interactions and Therapeutic Intervention as Nursing Caring Implementation and

its Correlation with Patient Satisfaction
Hartati Hartati, Nuraeni Mustari, Masdiana AR, Maryati Tombokan, Muhasidah Muhasidah
54-58

 PDF

Parental Involvement, Teacher-Student Relationship and the Scholastic Status of Pre-Calculus

Students of Suzhou North America High School
Dr. Lowida Lanzado-Alcalde
59-68

 PDF

The In谶膜uence of Spiritual Capital and Reward toward the Lecturers’ Performances of
Muhammadiyah University, North Sumatera
Faisal R Dongoran, Rosmala Dewi, Djanius Djamin, Haikal Rahman
69-88

 PDF

Assessment of the Quality of Water Discharges from a Desalination Plant: Case of Honaine Station
(Western Algeria)
Mohamed Samir Mehtougui, Ahmed Kerfouf, Sa휗놭a Ardjoum, Farouk Mehtougui
89-95
  PDF

Oncogenic Effect of Helicobacter Pylori, Prevention and Treatment Approach- A Review

Pooja Dosieah, Tan Luxuan, Zhang Zhen-Yu
96-104

 PDF

Developing Device of Learning Based on Virtual Laboratory through Phet Simulation for Physics
Lesson with Sound Material
Tirtawaty Abdjul, Nova Ntobuo
105-115

 PDF

An Effective Scheme to Detect and Prevent Tampering on the Physical Layer of WSN
Mbeng Atemson Enow
116-128

 PDF

The Application Design of Interactive Multimedia of IT-based Mathematics Learning on

Strengtening Students' Characters
N. Bito, S. Ismail, R. D. R. Dako
129-138

 PDF

Variation in Resistance to Fungal Attack among Tomato (Solanumlycopersicum) Fruits Varieties

Sold in Gombe Metropolis, Nigeria
Sani Sale, Muhammad AuwalSadiq, Halima MohammedAbba, Muhammad Ahmad, Usman AbubakarYuguda
139-148

 PDF

The Analysis of Lebak Smart City Application Based on Mobile in Improving Lebak Regency
Government Service
Achmad Jamil, Enjang Pera Irawan
149-164

 PDF

The Content Validity of Assessment Instruments to Measure Analogical-Transfer Ability

Desy Kumala Sari, Supahar Supahar
165-172
  PDF

Assessment of Adolescent Attachment Patterns of College Students

Eric Paul D. Peralta, Rachel Grace M. Esguerra
173-185

 PDF

Christian Polygamous Marriages in Zimbabwe, Women’s Experiences and the Dual Scourge of
HIV/ Aids and Poverty: The Case of ‘Apostles’/ Vapostori of Marange
Alex Mutseta
186-207

 PDF

Prenatal Consultation Associated with Maternal and Fetal Complications During Delivery in
Military Hospital of Soavinandriana Madagascar
Romuald Randriamahavonjy, Fidiniaina Mamy Randriatsarafara, Za휗놭ndrasoa Domoina Rakotovao-Ravahatra,
Lovamampionona Andriamihajason, Hajanirina Rakotomahenina, Hery Rakotovao Andrianampanalinarivo
208-214

 PDF

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Home / Archives / Vol 39 No 2 (2018) / Articles

Developing Device of Learning Based on Virtual

Laboratory through Phet Simulation for Physics Lesson
with Sound Material

Tirtawaty Abdjul
Universitas Negeri Gorontalo, Jl. Jend. Sudirman No. 6, Kota Gorontalo 96128, Indonesia

Nova Ntobuo
Universitas Negeri Gorontalo, Jl. Jend. Sudirman No. 6, Kota Gorontalo 96128, Indonesia

Keywords: Learning device, Phet, virtual laboratory, physics lesson.

Abstract

This research is aimed to develop learning device based on virtual laboratory through PheT
simulation which is implemented in SMA Negeri 1 Limboto Barat for Physics lesson with sound
material. This research is a type of development research that refers to the design of 4-D model
according Thiagarajan, Semmel and Semmel (1974) which consists of 4 stages of de버⢝ne, design,
develop and disseminate. The results of this study indicate that learning device based on virtual
laboratory through PheT simulation: (1) Categorized valid and feasible according to the expert; (2)
learning device are easy to use and to improve the response of learners in learning. In addition, the
implementation of learning by using learning device based on virtual laboratory through PheT
simulation is in very good criteria, (3) learning device based on virtual laboratory through PheT
simulation is effective to use because based on the results obtained that the percentage average
score of student activity during learning activities meeting of 1, 2, and 3 are at 87.5%; and student
learning outcomes in process skills are categorized well with an average score of 78.5%. Based on
this matter, it can be concluded that learning device based on virtual laboratory through PheT
simulation for Physics lesson with sound material that has been developed is said to be valid,
practical and effective so that it can be used in Physics learning process in SMA.

References
H.D. Young, R.A. Freedman. Sears and Zemansky's University Physics with Modern Physics
Technology Update (edisi ke-13th). Pearson Education. ISBN 978-1-292-02063-1. 2014.

P. Sarini. “Pengaruh Virtual Experiment Terhadap Hasil Belajar Fisika Ditinjau dari Motivasi Belajar
Siswa SMA Negeri 1 Singaraja”. Jurnal Pendidikan IPA, 2(2), 2012.

A. Samsudin, E. Suhendi, R. Efendi, and A. Suhandi. “Pengembangan “Cels” dalam Eksperimen Fisika
Dasar untuk Mengembangkan Performance Skills dan Meningkatkan Motivasi Belajar Mahasiswa”.
Jurnal Pendidikan Fisika Indonesia, 8 (1), pp 15-25, 2012.

S. Sandi-Urena, M. Cooper, and R. Stevens. “Effect of Cooperative Problem-Based Lab In¬struction

on Metacognition and Problem-Solv¬ing Skills”. Journal of Chemical Education, 89(6), pp. 700–706,
2012.

T. Cengiz. “The Effect of the Virtual Laboratory on Students’ Achievement and Attitude in Chemistry”.
International Online Journal of Educational Sciences, 2 (1), pp. 37–53, 2010.

D. Susanti. “Penggunaan Laboratorium Virtual Optik dalam Kegiatan Praktikum Inkuiri untuk
Meningkatkan Penguasaan konsep dan Keterampilan Proses Sains Mahasiswa Calon Guru”. Magister
Tesis. UPI Bandung. Bandung. 2009

Niken Ariani, and Dany Haryanto. “Pembelajaran Multimedia di Sekolah”. Jakarta: Prestasi Pustaka
Publisher. 2010.

Mohammed Salameh Alrsa’i, Yahya Ahmed Aldhamit. “The Effect of Computer Simulation on Al-
Hussein Bin Talal University Student’s Understanding of Electricity and Magnetism Concepts and
Their Attitudes toward Physics Learning”. International Journal of Educational Research and
Technology. Vol 5 (No 1), pp 54-60, 2014.

S. Prihatiningtyas, T. Prastowo, and B. Jatmiko. “Implementasi Simulasi Phet dan KIT Sederhana
untuk Mengajarkan Keterampilan Psikomotor Peserta didik pada Pokok Bahasan Alat Optik”. Jurnal
Pendidikan IPA, 2(1), pp 18-22, 2013.

S. Thiagarajan, D.S. Semmel, and M.J Sivasailam Sammel. Instructional Development for Training
Teacher of Exceptional Children a Sourcebook. Minnepoli. Indiana University. 1974.

Sukardi. Metodologi Penelitian Pendidikan. Jakarta: Bumi Aksara. (2013).

Sudijono, Anas. (2008). Pengantar Statistik Pendidikan. PT Raja Gra버⢝ndo Persada : Jakarta

Nienke Nieveen. Design Approaches and Tools in Education and Training. Dordrecht: Kluwer
Academic Publishers. (1999).

Tatli and Ayas. “Virtual chemistry laboratory: Effect of Constructivist Learning Environment”. Turkish
 Online Journal of Distance Education-TOJDE, vol. 13, Jan. 2012.

G. L. Hermansyah, and Herayanti. “Pengaruh Penggunaan Virtual Laboratorium terhadap Penguasaan

Konsep dan Kemampuan Berpikir Kreatif Siswa pada Materi Getaran dan Gelombang”. Jurnal
pendidikan Fisika dan Teknologi Mataram, vol. 1, 2015.

N. H. Rochmah, and Madlazim. “Pengembangan Perangkat Pembelajaran Fisika yang Bersinergi

dengan Media Lab Virtual Phet Pada Materi Sub Pokok Bahasan Fluida Bergerak Di MAN 2 Gresik”.
Jurnal Inovasi Pendidikan Fisika, vol. 2, pp.162 – 166, 2013.

Aisyah Azis, and Irfan Yusuf. “Aktivitas dan Persepsi Peserta Didik dalam Implementasi Laboratorium
Virtual pada Materi Fisika Modern di SMA”. Jurnal Berkala Fisika Indonesia, vol. 5, pp. 37-42, 2013.

I. Joseph, and Subaer. “Pengembangan Perangkat Pembelajaran Fisika Berbasis Media Laboratorium
Virtual pada Materi Dualisme Gelombang Partikel di SMA Tut Wuri Handayani Makassar”. Jurnal
Pendidikan IPA Indonesia, vol. 2, pp. 189-194, 2013.

A. Harjono Gunawan, H. Sahidu1, L. Herayanti. “Virtual Laboratory to Improve Students’ Problem-

Solving Skills on Electricity Concept”. Jurnal Pendidikan IPA Indonesia, vol. 6, pp 257-264, 2017.

W. S. Epinur, and A. Sanova. “Penerapan Metode Pembelajaran Problem Based Learning (Pbl)
Berbantuan Figure Vee terhadap Keterampilan Proses Sains pada Materi Termokimia Berbasis Virtual
Laboratorium”. Jurnal pendidikan Jambi, vol. 16, pp. 15-22, 2014.

 PDF

Published
2018-06-28

Issue
Vol 39 No 2 (2018)

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 International Journal of Sciences:
Basic and Applied Research
(IJSBAR)
ISSN 2307-4531
(Print & Online)

http://gssrr.org/index.php?journal=JournalOfBasicAndApplied
---------------------------------------------------------------------------------------------------------------------------

Developing Device of Learning Based on Virtual

Laboratory through Phet Simulation for Physics Lesson
with Sound Material

Tirtawaty Abdjula*, Nova Ntobuob

a,b
Universitas Negeri Gorontalo, Jl. Jend. Sudirman No. 6, Kota Gorontalo 96128, Indonesia
a
Email: tirtawatya@gmail.com, bEmail: novantobuo18@gmail.com

Abstract

This research is aimed to develop learning device based on virtual laboratory through PheT simulation which is
implemented in SMA Negeri 1 Limboto Barat for Physics lesson with sound material. This research is a type of
development research that refers to the design of 4-D model according Thiagarajan, Semmel and Semmel
(1974) which consists of 4 stages of define, design, develop and disseminate. The results of this study indicate
that learning device based on virtual laboratory through PheT simulation: (1) Categorized valid and feasible
according to the expert; (2) learning device are easy to use and to improve the response of learners in learning.
In addition, the implementation of learning by using learning device based on virtual laboratory through PheT
simulation is in very good criteria, (3) learning device based on virtual laboratory through PheT simulation is
effective to use because based on the results obtained that the percentage average score of student activity
during learning activities meeting of 1, 2, and 3 are at 87.5%; and student learning outcomes in process skills are
categorized well with an average score of 78.5%. Based on this matter, it can be concluded that learning device
based on virtual laboratory through PheT simulation for Physics lesson with sound material that has been
developed is said to be valid, practical and effective so that it can be used in Physics learning process in SMA.

Keywords: Learning device; Phet; virtual laboratory; physics lesson.

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* Corresponding author.

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1. Introduction

Physics is one branch of science which learns about the nature and natural phenomena. Physicists observe
natural phenomena and try to find patterns to connect this phenomenon. According to authors in [1], to study
natural phenomena, physics uses the process starting from observation, measurement, analysis, and drawing
conclusions that are often done in the laboratory. Laboratory activities are considered very important to support
students' understanding of the concepts of Physics [2]. In addition, author in [3] states that through laboratory
activities (experimenting) can train the scientific attitude of learners in understanding the concept of learning.

The laboratory has a very important role in Physics learning. The laboratory activities, such as observing,
classifying, measuring, communicating, interpreting data, and making conclusions. Laboratory activities make
Physics learning more interesting and fun [4]. However, in reality, the Physics learning process that has been
going on is generally still dominated by conventional learning model. The main reason of teachers’ still use
conventional learning model is because of the limitations of the Physics laboratory owned by the school. Low
quality laboratory equipment gives less accurate measurement results so the result is not can be used to build the
concept / theory as it should be.

According to author in [5], the use of virtual laboratories can overcome some of the problems encountered
related to inadequate laboratory equipment and make a positive contribution in achieving the learning
objectives. Virtual laboratory is a digital form of laboratory facilities and processes that can be digitally
simulated. Learning of using a virtual laboratory involves more students even though practicum activities are
not real [6]. Virtual lab has several advantages. These advantages, among others are able to explain the abstract
concept that can not be explained through verbal delivery. Virtual labs can be places where experiments can not
be performed in a conventional laboratory [7]. Based on the description above, it can be seen that the use of
PHET virtual laboratory simulation can improve the activity and learning outcomes of students in the learning
process, but in the learning process the use of learning media is still very less, whereas this program is available
and can be downloaded for free through internet network. The results of interviews with teachers indicate that
this is caused by the lack of knowledge of teachers in preparing and planning the learning by implementing a
virtual laboratory simulation PHET. Then, through this research, we developed a PHET-based learning device
for physics subjects on the material, which become teacher referrals in developing other PHET tools that can
improve students' learning activities and outcomes.

2. Method

This research is a type of development research that is developing learning device based on virtual laboratory
through PheT simulation conducted in SMA Negeri 1 Limboto Barat for Physics Lesson with sound material, in
order to produce and test the effectiveness, practicality and feasibility of a certain product. Therefore, the
product that we want to produce and test the feasibility of this research is learning device based on virtual
laboratory through PheT simulation which is effective, practical and feasible to be used in Physics learning. In
this study developed learning tools with reference to the design of 4-D model according authors in [10] which
consists of 4 stages of define, design, develop and disseminate. Data analysis in this study as described as

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follows:

2.1. Validity Analysis

Expert validation results are analyzed by referring to the validation criteria shown in Table 1. [11]

Table 1: Validation criteria

Average Validation criteria

4,00 – 3,75 Very valid
3,75 – 3,00 Valid
3,00 – 2,25 Valid enough
2,25-1,50 Less Valid

Based on the table above, the learning device based on virtual laboratory through PheT simulation in learning
can be used if it meets valid criteria or highly valid based on expert judgment.

2.2. Analysis of teachers and students response, as well as and the implementation of the learning process

Analysis of questionnaire instrument is used to test the practicality of the product, in this case by looking at
student response. This instrument uses Likert scale. The categories of answers provided in the form of strongly
agree (SST), agree (ST), disagree (TS), strongly disagree (STS). Questionnaire answer score are: 4,3,2,1 for
positive statement and 1,2,3,4 for negative statement. The results of individual scores are stated by formula:

𝑓𝑓
𝑃𝑃 = 𝑥𝑥100%
𝑁𝑁

Reference [12]

f is the frequency in percentage, N is the Number of cases (number of frequencies/number of individuals), and P
is the percentage number. Assessment of the implementation of learning was conducted by matching the
average result of the total score given with the following criteria:

Table 2: Lesson learned criteria

Range of value Interpretation

86% - 100% Very good
76% - 85% Good
66% - 75 % Enough
56% - 65% Less

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0% - 55% Very less

Reference [11]

2.3. Analysis of learning activities and learning outcomes

The criteria of activity assessment and learning outcomes of students are conducted based on the criteria
contained in Table 2. Based on the data of minimum completeness criteria (KKM) found in SMA Negeri 1
Limboto Barat, it was found that the individual mastery, 80% and 85% for classical completeness.

3. Result and discussion

This research produces the product of learning device based on virtual laboratory through PheT simulation
which is executed in SMA Negeri 1 Limboto Barat for Physics lesson with sound material. This development is
carried out by stages referring to the Four-D development model as follows:

3.1. Definition Stage (Define)

At this stage, the needs analysis towards the results of interviews with teachers, which required the development
of learning devices based on PHET simulation, especially for Physics subject with sound material.

3.2. Planning Stage (Design)

The planning stage (design) includes the preparation of the test, the selection of media in the form of Phet
simulation and the selection of the format in accordance with the 2013 curriculum. Thus, it produces the initial
design of instructional devices. In addition, a multimedia validation sheet, interview guides to obtain response
data in the form of interest and motivation of learners, observation sheet of learning implementation, activity
observation sheet of learners, and test of learning result were developed.

3.3. Development Stage (Develop)

Development stage (develop) done 3 stages that is expert validation, limited trial and advanced test. The initial
design of learning device is assessed and reviewed by 2 valuators, using validation sheets. Validation results in
the form of comments and input given are used as the basis of the revision, resulting in a revised learning
device.

3.4. Product Trial

Furthermore, the learning device is conducted with limited trials to determine the eligible. This limited trial was
conducted for 10 students and then revised to get the learning device draft III. This learning device, then
conducted further test to 22 students that the result is an effective learning device.

Development of learning device based on validation results by expert valuators. Learning device developed are

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syllabus, lesson plan (RPP), Students’ worksheet (LKPD), Student Learning Result Test (THB), and assessment
sheet. According to author in [13], the quality of instructional devices must meet three aspects, namely: validity,
practicality, and effectiveness.

Table 3: Result of eligible validation of learning device

No Learning Percentage of eligible (%) Average Appraisal Valid /

Device Valuator 1 Valuator 2 percentage (%) category not valid

1 Syllabus 93.33 96.67 95.00 Very good Valid

2 Lesson Plan 96.87 97.91 97.39 Very good Valid

3 Teaching 95.83 100 97.92 Very good Valid

material
4 Students’ 91.66 97.22 94.44 Very good Valid
Worksheet
5 Student 91.66 99.16 95.41 Very good Valid
Learning
Result Test
6 Assessment 95.23 98.81 97.02 Very good Valid
sheet

Based on the table ablove it can be seen that the learning device based on virtual laboratory through pheT
simulation is in valid category, so it is feasible to be used in learning process.

3.4.1. Validity

Table 3 shows that the average percentage of feasibility in the syllabus is 95%, 97.39% lesson plan, 97.92%
teaching material, 94.41% for students’ worksheet. In this case 95.41% process skill test and an assessment
sheet of 97.02.

The highest validation rating is in the lesson plan with about 97.92% feasibility percentage score. Based on the
results of the percentage learning devices based on virtual laboratory through PheT simulation with sound
material is categorized very good and feasible to use.

3.4.2. Practicality

The practicality of the learning device is seen from the student's response and the implementation of the PheT-
based learning device.

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3.4.2.1. Student Response Questionnaire

The result of student response questionnaire to learn based on virtual laboratory through PheT simulation can be
seen in Figure 1 below:

Figure 1: Student Positive Response toward PheT Based Learning

Based on Figure 1 above, it shows that students' positive response to virtual laboratory based learning through
PheT simulation for statement strongly agree and agree reach 85.59%, hesitant statement 10.23%, less agree
and disagree was 4.19%.

Based on authors in [14], virtual-Laboratory as a supporting factor to enrich the experience and learners’ interest
to experiment interactively and develop experimental skill activities. Experimental activities can improve
students' creative thinking skills and improve mastery of student Physics concepts and provide opportunities for
students to practice scientific methods [15].

3.4.2.2. Learning Implementation

Percentage of learning activity based on Virtual Laboratory through PheT simulation is seen in Figure 2 below:

Percentage Average of Learning Implementation

100 %
80 %
Percentage (%)

60 %
40 %
20 %
0%
First Meeting Second Meeting

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Figure 2: Learning Implementation of Virtual Laboratory

Based on Figure 2 it can be seen that the implementation of virtual lab-based learning devices at meeting I was
90.9%; meeting II by 100%. So it can be concluded that the average score of meetings 1, and 2 of 95.45%. This
indicates that the activities of teachers in applying PHET-based learning tools on sound material has been
implemented in very good category.

This is suitable with previous research that has been done by authors in [16] states that "the learning of Physics
using learning device that synergize with the media lab. virtual with PhET that has been developed as a whole
can work well and effectively". Learning has been done is able to activate learners. Against the application of
Lab-Virtual media in Physics lesson, learners have perception as an effective and efficient media in the use and
development of learning media, students easily run the simulation contained in Lab-Virtual media, interested in
the simulation display of learning media Lab-Virtual, enjoy learning with the help of Lab- Virtual media, and
easily understand the subject matter using the Virtual Labaratory media [17]. Authors in [9] stated that the
learning activity is working well according to the lesson plan, the experimental results of the experimental class
1 using PhET simulation and experiment class 2 using simple KIT can complete student learning outcomes, and
students' responses to positive learning.

3.4.3. Effectiveness

The effectiveness of instructional tools viewed from student activities and student learning outcomes. Here is
the data of student activity and student learning outcomes that applied learning based on Virtual Laboratory
through Phet simulation.

3.4.3.4. Learners Activity

Based on the data observation, the percentage of learners' activity is shown in Figure 3.

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Average Percentage of Students' Activity

100 %
90 %
80 %
Percantage ( %)

1st Indicator
70 %
60 % 2nd Indicator
50 % 3rd Indicator
40 %
30 % 4th Indicator
20 % 5th Indicator
10 %
0% 6th Indicator
First Second
Meeting Meeting

Figure 3: Average Percentage of Students’ Activity

Based on Figure 3, it can be seen that the results of observation of the activities of learners that for the first
meeting include observing the phet simulation 79.5%, asking questions 89.8%, designing experiments 81.8%,
analyzing data from the results of the discussion presented experimental results 90.9%, and listening explanation
of the teacher with an average 80.7% and for the second meeting includes observing the phet simulation 90.9%,
asking questions 86.4%, designing experiments 98.9%, analyzing data from the results of the discussion by
presenting the experimental results 84.1%, and listening to the teacher's explanation at 94.3%. So it can be
concluded that the average score of student activity during learning activities meetings 1, 2, and 3, is at 87.5%
means that during the learning activities took place students are categorized very active in using phet-based
learning tools.

Based on the results of research that has been done by authors in [18] that the activities of learners who applied
virtual learning laboratory based PheT simulation above 80%, which means that the learning is done to enable
learners.

3.4.3.5. Learning Outcomes (Skill Process)

Student learning outcomes in process skills can be seen in the following Figure 4:

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Students' Learning Outcomes

100 %

Percentage (%)
80 %
Question
60 %
1
40 %
20 %
0%

Figure 4: Percentage of Student Learning Outcomes for Process Skills

Based on Figure 4 it can be seen that student learning outcomes in this case a process skill test which includes
observing an average 68.18%, communicating an average 71.96%, interpreting an average 82.57%, predicting
an average 73.48% categorizing an average 86.36% and concluded an average 87.88%. So it can be concluded
that the average score student learning outcomes in this case the basic science process science tests during the
learning activities of meetings 1, 2, presented at an average 78.5% means student learning outcomes are
numbered 22 students are categorized good. Authors in [15] states that learning using a virtual laboratory has
several advantages, namely (a) improving the mastery of student concepts; (b) Improving the skills of creative
thinking and problem solving scientifically. The results showed the effect of using virtual lab on students'
problem solving ability on electrical concept [19]. According to author in [20], virtual labs allow students to
experiment as if facing real laboratory equipment, so that the expected goal of Physics learning will be achieved
with cheaper cost and shorter time.

4. Conclusions

Based on the results of research and discussion above, the conclusions in this study are: (1) learning device
based on virtual laboratory through PheT simulation for Physics lesson with sound material is valid according to
expert judgment, so feasible to be used in learning process, (2) learning device based on virtual laboratory
through PheT simulation Physics with sound materials are practical used in the learning process, and can
improve the response of learners in learning. In addition, the implementation of learning by using learning
device based on virtual laboratory through pheT simulation. are on very good criteria, (3) learning device based
on virtual laboratory through pheT simulation with sound material, effectively used in the learning process,
which based on observations, percentage of student activity observation results obtained percentage average
score of student activity during learning activities reached 87.5% and student learning outcomes obtained an
average score of 78.5%. Based on this, it can be concluded that the learning device based on virtual laboratory
through PheT simulation is valid, practical and effective.

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